湖北省示范性高中学生英语写作焦虑研究 ——以孝感市高级中学为例

论文摘要

2003年教育部颁布的《普通高中英语课程标准(实验)》中强调了以语言技能、语言知识、情感态度、学习策略和文化意识为要素的综合语言运用能力的培养,提倡在教学中贯穿“关注学生情感,提高人文素养”的理念。随着外语教学的重点从“以教为中心”转移到“以学为中心”,情感因素作为影响外语学习成效的重要因素之一受到越来越多的关注。诸因素中焦虑是外语学习中最为关键的情感变量。近年来,此领域的研究向具体外语技能焦虑拓展,国内有很多学者对英语口语和听力方面的焦虑展开研究,但针对英语写作中焦虑现象的研究较少。本文调查了湖北省示范性高中学生英语写作中的焦虑现象,旨在为改进高中英语写作教学、降低学生英语写作焦虑提供一些有益的建议和指导。本研究以问卷调查和访谈为手段,调查对象为孝感市高级中学132名高二年级学生。英语写作焦虑问卷是在借鉴和修改Cheng(2004)以及郭燕、秦晓晴(2010)问卷的基础上得出的,包括课堂教学焦虑、构思焦虑、回避行为以及对于英语写作的自信心这四个焦点纬度。本研究要回答的三个问题为：1.湖北省示范性高中学生英语写作焦虑总体情况如何?2.英语写作焦虑与写作成绩之间是否有相关性?如果有,怎样相关?3.高中生英语写作焦虑是否存在性别差异?研究结果表明：1.英语写作焦虑在示范性高中学生中普遍存在,达到中等水平,其中的一个因素回避行为达到了高焦虑水平；2.学生的英语写作焦虑及其四个因子均与写作成绩显著负相关；3.总体上男女学生在感知英语写作焦虑上不存在显著差异,但在构思方面,男生比女生更容易焦虑。访谈结果表明,学生出现英语写作焦虑的原因在于：(1)欠缺写作知识与技能；(2)对于写作存在错误认识；(3)对于负评价的担忧；(4)较少的写作练习；(5)学生对于完成写作任务的自信心。根据研究结果,本文为英语教师提出如下建议：1.在教学中赋予写作以交际意义；2.转变学生习作的评价方式及评价内容；3.重视写前阶段,对学生在构思方面进行指导；4.为学生创造轻松和谐的学习氛围；5.对学生展开情感策略方面的培训。对于学习者而言,他们应该：1.对写作形成正确的认识；2.应主动增加写作练习以及输入性学习。

论文目录

• 中文摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Background of the Present Study
• 1.1.1 Requirements of English Curriculum Standards for Senior Middle Schools
• 1.1.2 Implications from Previous Research Results
• 1.1.3 Writing Being an Indispensable Part of High School English Learning
• 1.2 Purpose of the Present Study
• 1.3 Significance of the Present Study
• 1.4 Structure of the Thesis
• Chapter 2 Literature Review
• 2.1 Definitions and Ciassifications of Foreign Language Writing Anxiety
• 2.1.1 Dennitions of Language Learning Anxiety
• 2.1.2 Definitions and Connotations of Language Writing Anxiety
• 2.1.3 Classifications of Foreign Language Writing Anxiety
• 2.1.4 Studies of Factors Causing Foreign Language Writing Anxiety
• 2.2 Reviews of Researches on Foreign Language Writing Anxiety Abroad and at Home
• 2.2.1 Foreign Language Writing Anxiety Researches Abroad
• 2.2.2 Foreign Language Writing Anxiety Researches at Home
• 2.3 Studies of the Correlation Between Foreign Language Writing Anxiety and Writing Achievement
• Chapter 3 Methodology
• 3.1 Subjects
• 3.2 Instruments
• 3.2.1 Questionnaire
• 3.2.2 English Writing Assignments
• 3.2.3 Interview
• 3.3 Data Collection and Analysis
• 3.3.1 Data Collection
• 3.3.2 Data Analysis
• Chapter 4 Results, Findings and Analysis
• 4.1 Analysis of the Reliability of the English Writing Anxiety Questionnaire
• 4.2 Description of English Writing Anxiety Among Senior Middle School Students
• 4.2.1 Descriptive Analysis of Students' Classroom Teaching Anxiety
• 4.2.2 Descriptive Analysis of Conceiving Anxiety
• 4.2.3 Descriptive Analysis of Avoidance Behavior Towards English Writing
• 4.2.4 Descriptive Analysis of Lack of Confidence
• 4.3 Correlation Analysis Between Senior Middle School Students' English Writing Anxiety and English Writing Achievement
• 4.3.1 Correlation Analysis Between Classroom Teaching Anxiety and English Writing Achievement
• 4.3.2 Correlation Analysis Between English Writing Conceiving Anxiety and English Writing Achievement
• 4.3.3 Correlation Analysis Between Students' Avoidance Behavior and English Writing Achievement
• 4.3.4 Correlation Analysis Between Students' Lack of Confidence and English Writing Achievement
• 4.4 Comparison of Students' English Writing Anxiety Between Different Genders
• 4.5 Description of Answers from Interviews
• 4.5.1 Results from the First Open-ended Question
• 4.5.2 Results from the Second Open-ended Question
• Chapter 5 Conclusions and Implications
• 5.1 Major Findings of the Research
• 5.2 Implications of the Present Study
• 5.2.1 Implications for English Teaching
• 5.2.1.1 Endowing Writing Practice with Communicative and Practical Significance42
• 5.2.1.2 Paying Attention to the Process of Prewriting
• 5.2.1.3 Changing the Traditional Roles of Teachers in Writing Teaching
• 5.2.1.4 Adjusting the Contents of Evaluation of Writing
• 5.2.1.5 Changing the Ways of Evaluation of Writing
• 5.2.1.6 Cultivating Students' Positive Attitude Towards Writing
• 5.2.2 Implications for English Learning
• 5.2.2.1 Increasing the Frenquency of English Writing Practice
• 5.2.2.2 Forming Proper Understanding About English Writing
• 5.2.2.3 Increasing the Quantity of Input
• 5.3 Limitations of the Present Study
• 5.4 Suggestions for Future Study
• Abbreviations
• Bibliography
• Appendices
• Appendix A
• Appendix B
• Appendix C
• List of Tables
• Publications During the Postgraduate Program
• Acknowledgements