【摘要】：本研究以自我效能理論和認(rèn)知假設(shè)模型理論為基礎(chǔ),在對(duì)本科留學(xué)生的漢語(yǔ)寫(xiě)作自我效能感基本情況進(jìn)行調(diào)查的基礎(chǔ)上,通過(guò)布置復(fù)雜度不同的寫(xiě)作任務(wù),探討漢語(yǔ)寫(xiě)作自我效能感對(duì)寫(xiě)作產(chǎn)出(成績(jī)、流利性、準(zhǔn)確性、復(fù)雜性)的影響。根據(jù)前人的研究,本文的主要研究分為以下兩部分：在第一部分中,筆者以查閱文獻(xiàn)和對(duì)專業(yè)寫(xiě)作教師進(jìn)行訪談為基礎(chǔ),編制出《漢語(yǔ)寫(xiě)作自我效能感調(diào)查表》,并以此為工具,對(duì)本科留學(xué)生的漢語(yǔ)寫(xiě)作自我效能水平進(jìn)行了調(diào)查。調(diào)查結(jié)果顯示,在漢語(yǔ)寫(xiě)作自我效能感的一般分布情況方面,留學(xué)生的總體漢語(yǔ)寫(xiě)作自我效能水平處于中等,其漢語(yǔ)寫(xiě)作技能效能感水平高于漢語(yǔ)寫(xiě)作任務(wù)效能感水平。在漢語(yǔ)寫(xiě)作自我效能感的個(gè)體分布情況方面,性別、年齡、漢語(yǔ)學(xué)習(xí)時(shí)間這三個(gè)因素對(duì)漢語(yǔ)寫(xiě)作自我效能感均不存在顯著影響。在第二部分中,筆者在對(duì)留學(xué)生的漢語(yǔ)寫(xiě)作自我效能水平情況進(jìn)行了一定的了解的基礎(chǔ)上,通過(guò)布置不同復(fù)雜度的寫(xiě)作任務(wù),考察了留學(xué)生在不同任務(wù)下,其漢語(yǔ)寫(xiě)作自我效能水平對(duì)寫(xiě)作產(chǎn)出的影響。首先,高漢語(yǔ)寫(xiě)作自我效能水平組的留學(xué)生在面對(duì)復(fù)雜度不同的寫(xiě)作任務(wù)時(shí)都可以保持較為穩(wěn)定的高水平產(chǎn)出。其次,中等漢語(yǔ)寫(xiě)作自我效能水平組的留學(xué)生在面對(duì)復(fù)雜度不同的寫(xiě)作任務(wù)時(shí),作文成績(jī)和準(zhǔn)確性較為穩(wěn)定,但流利性和復(fù)雜性變化較大。最后,低漢語(yǔ)寫(xiě)作自我效能水平組留學(xué)生在完成不同復(fù)雜度的寫(xiě)作任務(wù)時(shí),作文成績(jī)、流利性、準(zhǔn)確性和復(fù)雜性都處于較低的水平。通過(guò)上述的調(diào)查研究分析,我們發(fā)現(xiàn)留學(xué)生的漢語(yǔ)寫(xiě)作自我效能感水平對(duì)寫(xiě)作產(chǎn)出有著較大的影響,幫助學(xué)習(xí)者培養(yǎng)、提高漢語(yǔ)寫(xiě)作自我效能感至關(guān)重要,因此本文在研究的基礎(chǔ)上給出了相應(yīng)的培養(yǎng)途徑,以期對(duì)實(shí)際的漢語(yǔ)寫(xiě)作自我效能感培養(yǎng)有一定的應(yīng)用價(jià)值。
[Abstract]:Based on the theory of self-efficacy and the theory of cognitive hypothesis model, based on the investigation of the basic situation of Chinese writing self-efficacy of undergraduate students, this study discusses the influence of Chinese writing self-efficacy on writing output (achievement, fluency, accuracy, complexity) by arranging writing tasks with different complexity. According to the previous studies, the main research of this paper is divided into the following two parts: in the first part, based on the literature review and interviews with professional writing teachers, the author compiles the Chinese Writing self-efficacy questionnaire, and uses this as a tool to investigate the self-efficacy level of Chinese writing of undergraduate students. The results show that the overall self-efficacy level of Chinese writing of foreign students is medium, and the level of self-efficacy of Chinese writing skills is higher than that of Chinese writing task. In the individual distribution of Chinese writing self-efficacy, gender, age and Chinese learning time have no significant effect on Chinese writing self-efficacy. In the second part, on the basis of understanding the self-efficacy level of Chinese writing of foreign students, the author investigates the influence of Chinese writing self-efficacy level on writing output by arranging writing tasks with different complexity. First of all, foreign students in the high Chinese writing self-efficacy group can maintain a relatively stable high level of output in the face of writing tasks with different complexity. Secondly, the scores and accuracy of foreign students in the middle Chinese writing self-efficacy group are stable in the face of writing tasks with different complexity, but the fluency and complexity change greatly. Finally, in the low Chinese writing self-efficacy group, the writing performance, fluency, accuracy and complexity of the students in the low Chinese writing self-efficacy group are at a low level when they complete the writing tasks with different complexity. Through the above investigation and analysis, we find that the self-efficacy level of Chinese writing of foreign students has a great influence on the writing output, and it is very important to help learners cultivate and improve the self-efficacy of Chinese writing. Therefore, on the basis of the research, this paper gives the corresponding ways to cultivate the self-efficacy of Chinese writing, in order to have certain application value to the actual cultivation of Chinese writing self-efficacy.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H195

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本文編號(hào)：2510845