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高职高专英语写作策略的实证性研究

2020-12-10阅读(720)

高职高专英语写作策略的实证性研究

论文摘要

本论文以高职学生为研究对象,研究英语写作策略在高职高专的应用情况,旨在解决两个问题：1)高职学生英语写作策略的使用情况；2)高职学生英语写作策略和英语写作水平的相关性分析。本研究的受试对象为义乌工商学院的240名学生,其中120名来自英语专业,另外120名来自非英语专业。调查工具为一份写作策略调查问卷、一次最近的大学英语四级写作测试和一份访谈；描述性分析被用来研究学生的总体策略使用情况；相关性分析被用来研究学生写作策略和写作水平的关系。根据描述性分析,发现高职英语专业和非英语专业学生在英语写作策略使用上很相似。结论如下：1)高职学生整体英语写作策略的使用频率不高；2)认知策略的使用频率要高于元认知策略和社交／情感策略。根据相关性分析,得出结论如下：1)英语专业学生总体英语写作策略和写作水平之间存在显著正相关；元认知策略和写作水平之间存在显著正相关；认知策略和写作水平之间存在显著正相关；社交／情感策略和写作水平之间没有显著相关性；2)非英语专业学生英语写作策略和英语写作水平之间没有显著相关性。本研究认为英语写作策略在提高学生英语写作水平上有着重要的作用,我们应该在写作训练中进行写作策略的培养和指导。但是写作策略不是影响学生写作水平的唯一因素,也不是最重要的因素。对于英语水平过低的学生来说,写作策略不能起到我们预期的作用。只有学生的整体语言能力提高后,写作策略才能发挥其效果。同时,写作策略和写作水平之间没有明确的因果关系,写作策略的使用不一定导致写作水平的提高,反之亦然。本研究结果对英语写作教学有一定的现实指导意义。鉴于种种原因与局限性,本研究还存在需要改进的地方；研究的结果是尝试性的,还需要更多的研究来进一步探讨。

论文目录

  • Acknowledgements
  • Abstract （English）
  • Abstract （Chinese）
  • List of Tables and Graphs
  • Chapter 1 Introduction
  • 1.1 Research background and general purpose
  • 1.2 The organization of the thesis
  • Chapter 2 Literature Review
  • 2.1 Studies of language learning strategies
  • 2.1.1 Definition of language learning strategies
  • 2.1.2 Classification of language learning strategies
  • 2.1.2.1 Oxford's classification
  • 2.1.2.2 O'Malley and Chamot's classification
  • 2.1.2.3 Cohen's classification
  • 2.1.2.4 Wen Qiufang's classification
  • 2.2 Studies of English writing strategies
  • 2.2.1 English writing strategies listed by previous researchers
  • 2.2.1.1 The writing strategies listed by Cohen
  • 2.2.1.2 The writing strategies listed by O'Malley & Chamot
  • 2.2.1.3 The writing strategies listed by Shaw
  • 2.2.2 Researches on English writing strategies
  • 2.2.2.1 Jones' research
  • 2.2.2.2 Zamel's research
  • 2.2.2.3 Leki's research
  • 2.2.2.4 Researches done in China
  • 2.3 Writing and EFL writing
  • 2.3.1 Definitions of writing
  • 2.3.2 Four main research stages of EFL writing
  • 2.3.3 The importance of EFL writing
  • 2.3.4 The current situation of EFL writing in Chinese colleges
  • Chapter 3 Methodology
  • 3.1 Research questions
  • 3.2 Subjects
  • 3.3 Instruments
  • 3.3.1 The writing strategy questionnaire
  • 3.3.2 The CET 4 writing test
  • 3.3.3 The interview
  • 3.4 Data collection and analysis procedure
  • 3.4.1 Data collection
  • 3.4.2 Data analysis
  • Chapter 4 Data Analysis and Findings
  • 4.1 Results related to research question one
  • 4.1.1 General tendencies in writing strategy use for English majors
  • 4.1.2 General tendencies in writing strategy use for non-English majors
  • 4.2 Results related to research question two
  • 4.2.1 Correlation between writing strategy and writing proficiency for English majors
  • 4.2.2 Correlation between writing strategy and writing proficiency for non-English majors
  • Chapter 5 Discussions and Implications
  • 5.1 On writing strategy use
  • 5.1.1 Writing strategy use for English majors
  • 5.1.2 Writing strategy use for non-English majors
  • 5.1.3 Conclusions of writing strategy use
  • 5.2 On correlation between writing strategy and writing proficiency
  • 5.2.1 Correlation between writing strategy and writing proficiency for English majors
  • 5.2.2 Correlation between writing strategy and writing proficiency for non-English majors
  • 5.2.3 Conclusions of correlation between writing strategy and writing proficiency
  • 5.3 Pedagogical implications
  • 5.3.1 To improve students' overall language proficiency
  • 5.3.2 To arouse students' attention to the value of writing strategy
  • 5.3.3 Writing strategy training
  • 5.4 Limitations of the study
  • Chapter 6 Conclusions
  • Bibliography
  • Appendix I English writing strategy questionnaire
  • 作者简历

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    高职高专英语写作策略的实证性研究
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