高中生英语写作焦虑成因分析及对策

发布时间：2018-05-26 17:42

本文选题：高中 + 英语写作焦虑　；参考：《山东师范大学》2017年硕士论文

【摘要】：写作是高中生英语学习过程中必须掌握的语言技能之一。国内外学者对二语写作焦虑进行了大量研究。然而,关于高中生的英语写作焦虑的成因分析和对策研究相对较少。本研究旨在调查高中生英语写作焦虑存在的情况,对导致高中生英语写作焦虑的原因进行分析,并针对所存在问题提出有效的应对策略。本研究主要讨论以下三个问题:(1)高中生英语写作焦虑的现状如何?(2)哪些原因导致高中生英语写作焦虑?(3)哪些对策能有效地缓解高中生的英语写作焦虑?本研究以山东省莱芜市第十七中学347名学生为研究对象,采用英语水平测试、观察法、调查问卷和个别访谈为研究方法。研究前期进行了高中英语写作焦虑问卷调查和英语写作策略问卷调查,明确学生的写作焦虑程度和写作策略运用情况。利用英语写作水平测试,了解学生写作质量情况。这三项所获得数据运用SPSS 23.0对其进行描述性分析与绘图等。研究后期为了更详细地了解高中生英语写作焦虑的现状及其致因,笔者随机选取了三个年级的12名学生和3名教师进行访谈,并对访谈结果进行了整理分析。最终发现在高中英语写作中,学生的写作焦虑现象严重,中高度焦虑的学生占总调查人数的占89.1%。导致学生英语写作焦虑的原因比较复杂,主要因素有学生的生活和学习环境、学习压力、学生的英语基础、对英语写作的自信心及态度、写作策略的运用和教师的教学方法等。这些因素的混合,造成了学生不同程度的写作焦虑。本研究针对学生的英语写作焦虑问题,提出了一系列应对策略:在人文素养方面的策略是培养学生的情感策略和教师转变教学策略;根据写作过程提出了写前策略、写中策略和写后策略。每个策略中又都包含一些细节活动和注意事项。在这些策略实施一个学期之后,再次进行写作水平后测。结果发现:前测时良好档(18分)以上学生总人数为101人,占总人数的29%;后测时良好档(18分)以上学生总人数为125人,占总人数的36%,增加了24人,增幅为23.8%。这表明针对学生的英语写作焦虑采取的写作策略是有效的,能缓解学生的写作焦虑,提高学生的英语写作质量。因此,这证明研究结果与笔者的预期结果相一致。希望本论文能为英语写作焦虑方面的研究提供一定的参考。
[Abstract]:Writing is one of the language skills that high school students must master. Scholars at home and abroad have done a lot of research on second language writing anxiety. However, there are relatively few studies on the causes and countermeasures of high school students' English writing anxiety. The purpose of this study is to investigate the existing situation of high school students' English writing anxiety, to analyze the causes of high school students' English writing anxiety, and to put forward effective coping strategies for the existing problems. The present study focuses on the following three questions: 1) what is the current situation of senior high school students' English writing anxiety? (2) what causes the high school students' English writing anxiety? (3) which countermeasures can effectively alleviate the high school students' English writing anxiety? In this study, 347 students of Laiwu No. 17 Middle School in Shandong Province were investigated by using English proficiency test, observation, questionnaire and individual interviews. In the early part of the study, a questionnaire survey of senior high school English writing anxiety and a questionnaire on English writing strategies were conducted to determine the students' level of writing anxiety and the application of writing strategies. Use the English writing proficiency test to understand the students' writing quality. The data obtained from these three items are analyzed and plotted by SPSS 23. 0. In the later part of the study, in order to understand the current situation and causes of high school students' English writing anxiety, the author randomly selected 12 students and 3 teachers from three grades to conduct interviews, and analyzed the results of the interviews. Finally, it is found that in high school English writing, students' writing anxiety is serious, and middle and high anxiety students account for 89. 1% of the total number of students surveyed. The main factors are the students' living and learning environment, learning pressure, students' English foundation, their self-confidence and attitude towards English writing, the use of writing strategies and teachers' teaching methods. The combination of these factors causes the students' writing anxiety to varying degrees. In this study, a series of coping strategies are proposed for students' anxiety in English writing: cultivating students' affective strategies and teachers' changing teaching strategies in the aspect of humanistic literacy, and putting forward pre-writing strategies according to the writing process. Write-in strategy and post-write strategy. Each policy contains detailed activities and considerations. After one semester of implementation of these strategies, a post-test of writing proficiency was performed again. The results showed that the total number of students above good file (18 points) in pre-test was 101, accounting for 29 of the total number of students, while the total number of students above good file (18 points) in post-test was 125, accounting for 36.5% of the total number of students, an increase of 24, or 23.8%. This indicates that the writing strategies adopted for students' English writing anxiety are effective, which can alleviate the students' writing anxiety and improve the students' English writing quality. Therefore, this proves that the research results are consistent with the author's expected results. I hope this thesis can provide some reference for the study of English writing anxiety.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】