【摘要】：英語寫作是外語學習的四項基本技能之一,屬于產(chǎn)出性的技能,也是高中生薄弱的環(huán)節(jié),大多數(shù)高中生對于英語寫作會產(chǎn)生焦慮心理。有效地降低高中生的英語寫作焦慮,有助于提高他們的英語寫作能力。降低學生寫作焦慮的方法和手段較多,但本研究試圖探討“寫作元認知策略訓練”是否有助于高中生“寫作焦慮”的降低。本研究以元認知策略及寫作焦慮理論為依據(jù),在回顧國內(nèi)外相關(guān)領(lǐng)域的研究歷史與現(xiàn)狀的基礎(chǔ)上,將元認知寫作策略培訓融入到高中英語課堂教學中,期望通過元認知策略在英語寫作中的培訓能降低高中生的英語寫作焦慮,具體研究問題如下:(1)高中生寫作元認知策略使用和英語寫作焦慮水平的現(xiàn)狀如何?(2)寫作元認知策略與英語寫作焦慮是否存在相關(guān)性?如果存在,是何種相關(guān)性?(3)通過寫作元認知策略的培訓,是否能夠促進高中生寫作元認知策略的使用,并相應(yīng)降低高中生的英語寫作焦慮?本研究以云南建水一中高一年級129人為研究對象,以英語寫作焦慮量表以及英語寫作元認知策略量表作為工具,通過描述性分析和實驗前的訪談,得到訓前高中生寫作元認知策略使用和英語寫作焦慮水平的值。通過為期10周的寫作元認知策略的訓練,得出訓練前后相關(guān)數(shù)據(jù)的變化情況。通過使用SPSS(11.5)軟件做了獨立樣本和配對樣本T檢驗,結(jié)合實驗后的訪談,從而發(fā)現(xiàn)寫作元認知策略使用與英語寫作焦慮的相關(guān)性。研究表明:(1)受試高中生在用英語寫作時存在中等程度的焦慮,其中“回避行為”表現(xiàn)得最為明顯,其次是“認知焦慮”,最后是“身體焦慮”。受調(diào)查高中生寫作元認知策略使用頻率處于中等水平,其中使用“監(jiān)控策略”最多,其次是“計劃策略”,最后是“評估策略”。(2)寫作元認知策略與英語寫作焦慮呈輕度負相關(guān)關(guān)系,即寫作元認知策略使用越好,英語寫作焦慮越低;反之,英語寫作焦慮水平就越高。(3)通過寫作元認知策略的培訓,能促進寫作元認知策略使用的頻率,繼而緩解高中生英語寫作的焦慮。本研究驗證了“寫作元認知策略培訓可能降低英語寫作焦慮”的假設(shè)和操作方法,對于寫作教學有良好的借鑒和啟示作用。學生在有效寫作元認知策略的指導下,學習變得更加自主,也增強了他們寫作的信心。
[Abstract]:English writing is one of the four basic skills in foreign language learning. It belongs to productive skills and is also a weak link for high school students. Most senior high school students will have anxiety about English writing. Effectively reducing the English writing anxiety of senior high school students is helpful to improve their English writing ability. There are many ways and means to reduce students' writing anxiety. However, this study attempts to explore whether "writing metacognitive strategy training" contributes to the reduction of high school students' writing anxiety. On the basis of metacognitive strategy and writing anxiety theory, this paper reviews the research history and present situation of relevant fields at home and abroad, and then integrates metacognitive writing strategy training into senior high school English classroom teaching. It is expected that the training of metacognitive strategies in English writing will reduce the writing anxiety of senior high school students. The specific research questions are as follows: (1) what is the status of writing metacognitive strategy use and English writing anxiety level in senior high school students? (2) is there any correlation between writing metacognitive strategy and English writing anxiety? If so, what is the correlation? (3) can the training of writing metacognitive strategies promote the use of writing metacognitive strategies in senior high school students and reduce their English writing anxiety accordingly? In this study, 129 senior high school students in Jianshui, Yunnan Province, were selected as the subjects. The English Writing anxiety scale and the English Writing Metacognitive Strategy scale were used as tools, through descriptive analysis and pre-experiment interviews. The scores of writing metacognitive strategy use and English writing anxiety level of pre-training senior high school students were obtained. Through the training of writing metacognitive strategies for 10 weeks, the changes of relevant data before and after the training were obtained. By using SPSS (11.5) software to do independent sample and paired sample T test, combined with the interview after the experiment, it is found that the use of writing metacognitive strategies is related to English writing anxiety. The results show that: (1) Middle-level anxiety exists in high school students' writing in English, in which "avoidance behavior" is the most obvious, followed by "cognitive anxiety" and finally "physical anxiety". Middle school students' writing metacognitive strategies were used frequently, among which "monitoring strategy" was used the most, and "planning strategy" was followed by "planning strategy". (2) there is a slight negative correlation between writing metacognitive strategies and English writing anxiety, that is, the better use of writing metacognitive strategies, the lower English writing anxiety; On the contrary, English writing anxiety level is higher. (3) through the training of writing metacognitive strategies, the frequency of writing metacognitive strategies can be promoted, and then the anxiety of English writing of senior high school students can be alleviated. This study validates the hypothesis and operational methods that "writing metacognitive strategy training may reduce English writing anxiety", which can be used for reference and enlightenment in writing teaching. Under the guidance of effective writing metacognitive strategies, students' learning becomes more autonomous and enhances their confidence in writing.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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