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基于不同写作任务条件的大学生英语写作成绩及写作策略的研究

发布时间:2019-02-11 18:33  文章来源:笔耕文化传播
【摘要】:英语写作教学实践中经常采用课上限时写作与课下非限时写作两种写作训练形式。课上限时与课下非限时这两种不同任务条件与写作成绩和写作策略的关系是本文探讨的问题。这一问题的有效解决,对于进一步深化写作策略研究及英语写作教学实践有着重要的意义。本研究对不同任务条件下的大学生英语写作成绩、写作策略的使用及三者之间的相互关系进行定量和定性研究。梳理国内外写作策略,确立本文写作策略的三个子分类:元认知策略、认知策略和社交情感策略,其中认知策略又细分为计划策略、修改策略和词汇使用策略,以此为基础设计调查问卷。对中国矿业大学一年级的154名非英语专业学生布置不同任务条件的写作任务,随后通过调查问卷对写作过程中的策略使用情况进行调研,收集相应的数据。通过配对样本t检验和独立样本t检验分析不同任务条件对写作成绩的影响,不同任务条件及不同英语水平对写作策略使用的影响,同时,构建不同任务条件下的英语写作结构方程模型,揭示任务条件、写作成绩与写作策略使用之间关系。研究发现:首先,不同任务条件对学习者的写作成绩有显著影响,学习者在课下非限时写作中的成绩显著高于课上限时写作成绩;其次,不同任务条件及不同英语水平都会引起写作策略使用的显著差异。计划策略在课上限时写作中使用较多而修改策略在课下非限时写作时使用较多,其他策略的使用无显著差异。另外,在同样的写作条件下,不同水平组学习者的三种认知策略的使用均存在显著差别,其中高水平学习者的认知策略使用更加频繁,元认知策略和社交情感策略的使用没有显著差异。最后,通过构建不同任务条件下的写作结构方程模型,揭示了任务条件、写作成绩和写作策略使用之间的相互关系及影响。结果表明a)在课上限时写作条件下,认知策略和元认知策略与写作成绩呈显著正向相关,社交情感策略与写作成绩之间影响不显著;b)在课下非限时写作条件下,认知策略与写作成绩呈显著正向相关,元认知策略和社交情感策略与写作成绩的关系不显著。本研究对英语教学提供如下启示:(1)教师可多采用课上限时写作和课下非限时写作相结合的方式进行写作训练,根据写作教学的具体要求和对写作策略训练侧重点的不同,布置不同条件的写作任务。(2)教师应采取相应的教学方法促进写作策略的合理运用,并需根据学习者的英语水平和个体差异进行因材施教。
[Abstract]:In English writing teaching practice, two kinds of writing training forms are often adopted. The relationship between the two different task conditions and writing achievement and writing strategy is discussed in this paper. The effective solution of this problem is of great significance to further deepen the study of writing strategies and English writing teaching practice. This study makes a quantitative and qualitative study on the achievement of English writing, the use of writing strategies and the interrelationship between them under different task conditions. Combing domestic and foreign writing strategies and establishing three sub-categories of writing strategies: metacognitive strategies, cognitive strategies and social affective strategies, cognitive strategies are subdivided into planning strategies, modifying strategies and vocabulary use strategies. Based on this, the questionnaire is designed. A total of 154 non-English major students in the freshman year of China University of Mining and Technology were assigned writing tasks with different task conditions. Then the strategies used in the writing process were investigated by questionnaire and the corresponding data were collected. The effects of different task conditions on writing achievement, different task conditions and different English proficiency on the use of writing strategies were analyzed by paired sample t-test and independent sample t-test. The structural equation model of English writing under different task conditions is constructed to reveal the relationship among task conditions, writing achievement and the use of writing strategies. The results show that: first, different task conditions have a significant impact on learners' writing performance, and learners' performance in non-time limited writing is significantly higher than that in pre-curricular writing; Secondly, different task conditions and different English proficiency can lead to significant differences in the use of writing strategies. Planning strategies are more used in class time limited writing than modified strategies in non-time limited writing. There is no significant difference in the use of other strategies. In addition, under the same writing conditions, there are significant differences in the use of the three cognitive strategies among the learners of different proficiency groups, and the use of cognitive strategies is more frequent among the high-level learners. There is no significant difference in the use of metacognitive strategies and social affective strategies. Finally, by constructing the structural equation model of writing under different task conditions, this paper reveals the interrelation and influence among task conditions, writing achievement and writing strategy use. The results showed that: (a) under the condition of time-limited writing, cognitive strategies and metacognitive strategies were significantly positively correlated with writing scores, while the influence of social affective strategies on writing scores was not significant; B) under the condition of non-limited writing, cognitive strategies were positively correlated with writing scores, while metacognitive strategies and social affective strategies were not significantly correlated with writing scores. The present study provides the following enlightenment to English teaching: (1) Teachers can adopt the combination of time limited writing in class and non-limited writing in class to conduct writing training, according to the specific requirements of writing teaching and the different emphasis on the training of writing strategies; (2) Teachers should adopt appropriate teaching methods to promote the rational use of writing strategies and teach them according to learners' English proficiency and individual differences.
【学位授予单位】:中国矿业大学
【学位级别】:硕士
【学位授予年份】:2017
【分类号】:H319.3

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5 Q贸,

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