發(fā)布時(shí)間：2019-02-11 18:33

【摘要】：英語寫作教學(xué)實(shí)踐中經(jīng)常采用課上限時(shí)寫作與課下非限時(shí)寫作兩種寫作訓(xùn)練形式。課上限時(shí)與課下非限時(shí)這兩種不同任務(wù)條件與寫作成績(jī)和寫作策略的關(guān)系是本文探討的問題。這一問題的有效解決,對(duì)于進(jìn)一步深化寫作策略研究及英語寫作教學(xué)實(shí)踐有著重要的意義。本研究對(duì)不同任務(wù)條件下的大學(xué)生英語寫作成績(jī)、寫作策略的使用及三者之間的相互關(guān)系進(jìn)行定量和定性研究。梳理國(guó)內(nèi)外寫作策略,確立本文寫作策略的三個(gè)子分類:元認(rèn)知策略、認(rèn)知策略和社交情感策略,其中認(rèn)知策略又細(xì)分為計(jì)劃策略、修改策略和詞匯使用策略,以此為基礎(chǔ)設(shè)計(jì)調(diào)查問卷。對(duì)中國(guó)礦業(yè)大學(xué)一年級(jí)的154名非英語專業(yè)學(xué)生布置不同任務(wù)條件的寫作任務(wù),隨后通過調(diào)查問卷對(duì)寫作過程中的策略使用情況進(jìn)行調(diào)研,收集相應(yīng)的數(shù)據(jù)。通過配對(duì)樣本t檢驗(yàn)和獨(dú)立樣本t檢驗(yàn)分析不同任務(wù)條件對(duì)寫作成績(jī)的影響,不同任務(wù)條件及不同英語水平對(duì)寫作策略使用的影響,同時(shí),構(gòu)建不同任務(wù)條件下的英語寫作結(jié)構(gòu)方程模型,揭示任務(wù)條件、寫作成績(jī)與寫作策略使用之間關(guān)系。研究發(fā)現(xiàn):首先,不同任務(wù)條件對(duì)學(xué)習(xí)者的寫作成績(jī)有顯著影響,學(xué)習(xí)者在課下非限時(shí)寫作中的成績(jī)顯著高于課上限時(shí)寫作成績(jī);其次,不同任務(wù)條件及不同英語水平都會(huì)引起寫作策略使用的顯著差異。計(jì)劃策略在課上限時(shí)寫作中使用較多而修改策略在課下非限時(shí)寫作時(shí)使用較多,其他策略的使用無顯著差異。另外,在同樣的寫作條件下,不同水平組學(xué)習(xí)者的三種認(rèn)知策略的使用均存在顯著差別,其中高水平學(xué)習(xí)者的認(rèn)知策略使用更加頻繁,元認(rèn)知策略和社交情感策略的使用沒有顯著差異。最后,通過構(gòu)建不同任務(wù)條件下的寫作結(jié)構(gòu)方程模型,揭示了任務(wù)條件、寫作成績(jī)和寫作策略使用之間的相互關(guān)系及影響。結(jié)果表明a)在課上限時(shí)寫作條件下,認(rèn)知策略和元認(rèn)知策略與寫作成績(jī)呈顯著正向相關(guān),社交情感策略與寫作成績(jī)之間影響不顯著;b)在課下非限時(shí)寫作條件下,認(rèn)知策略與寫作成績(jī)呈顯著正向相關(guān),元認(rèn)知策略和社交情感策略與寫作成績(jī)的關(guān)系不顯著。本研究對(duì)英語教學(xué)提供如下啟示:(1)教師可多采用課上限時(shí)寫作和課下非限時(shí)寫作相結(jié)合的方式進(jìn)行寫作訓(xùn)練,根據(jù)寫作教學(xué)的具體要求和對(duì)寫作策略訓(xùn)練側(cè)重點(diǎn)的不同,布置不同條件的寫作任務(wù)。(2)教師應(yīng)采取相應(yīng)的教學(xué)方法促進(jìn)寫作策略的合理運(yùn)用,并需根據(jù)學(xué)習(xí)者的英語水平和個(gè)體差異進(jìn)行因材施教。
[Abstract]:In English writing teaching practice, two kinds of writing training forms are often adopted. The relationship between the two different task conditions and writing achievement and writing strategy is discussed in this paper. The effective solution of this problem is of great significance to further deepen the study of writing strategies and English writing teaching practice. This study makes a quantitative and qualitative study on the achievement of English writing, the use of writing strategies and the interrelationship between them under different task conditions. Combing domestic and foreign writing strategies and establishing three sub-categories of writing strategies: metacognitive strategies, cognitive strategies and social affective strategies, cognitive strategies are subdivided into planning strategies, modifying strategies and vocabulary use strategies. Based on this, the questionnaire is designed. A total of 154 non-English major students in the freshman year of China University of Mining and Technology were assigned writing tasks with different task conditions. Then the strategies used in the writing process were investigated by questionnaire and the corresponding data were collected. The effects of different task conditions on writing achievement, different task conditions and different English proficiency on the use of writing strategies were analyzed by paired sample t-test and independent sample t-test. The structural equation model of English writing under different task conditions is constructed to reveal the relationship among task conditions, writing achievement and the use of writing strategies. The results show that: first, different task conditions have a significant impact on learners' writing performance, and learners' performance in non-time limited writing is significantly higher than that in pre-curricular writing; Secondly, different task conditions and different English proficiency can lead to significant differences in the use of writing strategies. Planning strategies are more used in class time limited writing than modified strategies in non-time limited writing. There is no significant difference in the use of other strategies. In addition, under the same writing conditions, there are significant differences in the use of the three cognitive strategies among the learners of different proficiency groups, and the use of cognitive strategies is more frequent among the high-level learners. There is no significant difference in the use of metacognitive strategies and social affective strategies. Finally, by constructing the structural equation model of writing under different task conditions, this paper reveals the interrelation and influence among task conditions, writing achievement and writing strategy use. The results showed that: (a) under the condition of time-limited writing, cognitive strategies and metacognitive strategies were significantly positively correlated with writing scores, while the influence of social affective strategies on writing scores was not significant; B) under the condition of non-limited writing, cognitive strategies were positively correlated with writing scores, while metacognitive strategies and social affective strategies were not significantly correlated with writing scores. The present study provides the following enlightenment to English teaching: (1) Teachers can adopt the combination of time limited writing in class and non-limited writing in class to conduct writing training, according to the specific requirements of writing teaching and the different emphasis on the training of writing strategies; (2) Teachers should adopt appropriate teaching methods to promote the rational use of writing strategies and teach them according to learners' English proficiency and individual differences.
【學(xué)位授予單位】：中國(guó)礦業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：2419991