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英语专业大学生写作自我效能感与写作元认知的关系研究

作　者: 叶葳
导　师: 唐雄英
学　校: 江西师范大学
专　业: 外国语言学及应用语言学
关键词: 写作自我效能感写作元认知写作水平
分类号: H319
类　型: 硕士论文
年　份: 2012年
下　载: 57次
引　用: 0次
阅　读: 论文下载

内容摘要

写作是英语学习中的一项重要技能，成功的英语写作涉及到许多复杂的过程，因此，要深入了解写作的本质有一定的困难。以往的研究表明，有限的元认知知识会导致学生无法监控他们在写作方面的进步，也难以体会到进步所带来的成就感，最终就导致写作自我效能感的缓慢提高。然而，很少有研究关注自我效能感和元认知之间的关系，尤其是在英语写作方面上。本研究试图了解英语专业大学生的英语写作自我效能感和元认知的总体情况，并探讨二者之间及其与写作水平的关系。研究者采用了写作自我效能感与写作元认知的问卷调查，共有316名江西师范大学大三英语专业学生参加本次调查，其中296名女生，20名男生。本研究使用定向数据分析，包括描述性统计、独立样本T检验和相关分析。研究结果表明：1）学生的英语写作自我效能感呈中等水平，写作元认知水平较高；学生在完成写作任务上比使用写作技巧的信心更高，他们在评价写作标准和写作重要性方面表现出很高的意识。2）高低水平组学生的写作自我效能感无显著差异；写作元认知的显著差异表现在以下几个方面：词汇选择策略、内容结构和语言并重策略、修改和借助外力策略、写作标准评估和总体写作元认知；而在写作能力欠缺原因评估、写作作用评估和痛苦体验方面，该两组学生并无显著差异。3）写作自我效能感与写作元认知总体上存在显著正相关，但与写作能力欠缺原因评估和痛苦体验存在显著负相关；写作自我效能感和写作元认知均与写作水平呈显著正相关，但是，写作能力欠缺原因评估和痛苦体验与写作水平负相关。本研究具有一定的启示性，为理论研究中写作自我效能感与写作元认知的关系提供了参考，并证实了二者在英语写作教学中的重要性。基于研究发现，作者就如何提高学生英语写作的自我效能感和元认知做出了参考性建议，以期促进英语写作的学习与教学。

全文目录

Abstract  3-5
摘要  5-6
Contents  6-8
Chapter One Introduction  8-12
  1.1 Background of the Research  8-9
  1.2 Purpose and Significance of the Study  9-10
  1.3 Organization of the Thesis  10-12
Chapter Two Literature Review  12-31
  2.1 Self-efficacy and relevant studies  12-22
    2.1.1 Definition  12-13
    2.1.2 Self-efficacy and self-concept  13-15
    2.1.3 Sources of self-efficacy  15-16
    2.1.4 Research on self-efficacy in academic settings  16-18
    2.1.5 Research on writing self-efficacy  18-22
      2.1.5.1 Definition of writing self-efficacy  18-19
      2.1.5.2 Studies of writing self-efficacy abroad  19-20
      2.1.5.3 Studies of writing self-efficacy at home  20-22
  2.2 Metacognition and relevant studies  22-29
    2.2.1 Metacognition Theory  22-23
    2.2.2 Research on metacognition in academic settings  23-25
    2.2.3 Research on writing metacognition  25-29
      2.2.3.1 Studies of writing metacognition abroad  25-27
      2.2.3.2 Studies of writing metacognition at home  27-29
  2.3 Self-efficacy and metacognition  29-31
Chapter Three Research Methodology  31-35
  3.1 Research questions  31
  3.2 Subjects  31-32
  3.3 Instruments  32-33
    3.3.1 Writing self-efficacy questionnaire  32
    3.3.2 Writing metacognition questionnaire  32-33
    3.3.3 Reliability and validity of these two scales  33
  3.4 Research Procedure  33-34
  3.5 Data collection and analysis  34-35
Chapter Four Results and Discussion  35-51
  4.1 Results  35-43
    4.1.1 English writing self-efficacy  35-37
      4.1.1.1 The status quo of writing self-efficacy  35-36
      4.1.1.2 Differences in writing self-efficacy between high-level and low-level students  36-37
    4.1.2 Writing metacognition  37-39
      4.1.2.1 The status quo of writing metacognition  37-38
      4.1.2.2 Differences in writing metacognition between high-level and low-level students  38-39
    4.1.3 The relationship among writing self-efficacy, writing metacognition and writing proficiency  39-43
      4.1.3.1 The relationship between writing self-efficacy, writing metacognition  39-41
      4.1.3.2 The relationship between writing self-efficacy and writing proficiency  41-42
      4.1.3.3 The relationship between writing metacognition and writing proficiency  42-43
  4.2 Discussion  43-51
    4.2.1 The status quo of students’ writing self-efficacy and writing metacognition  43-45
    4.2.2 Differences in writing self-efficacy between high-level and low-level students  45
    4.2.3 Differences in writing metacognition between high-level and low-level students  45-46
    4.2.4 The relationships among writing self-efficacy, writing metacognition and writing proficiency  46-51
Chapter Five Conclusion  51-56
  5.1 Major findings  51-52
  5.2 Pedagogical implications  52-54
  5.3 Limitations and suggestions for further studies  54-56
References  56-63
Appendix Ⅰ  63-65
AppendixⅡ  65-69
Acknowledgements  69-70
Publication  70

英语专业大学生写作自我效能感与写作元认知的关系研究

内容摘要

全文目录

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