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利用合作学习减轻写作焦虑来提高英语写作能力的实证研究

作　者: 王爱梅
导　师: 王志云
学　校: 贵州大学
专　业: 外国语言学及应用语言学
关键词: 写作焦虑合作写作写作能力
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 88次
引　用: 1次
阅　读: 论文下载

内容摘要

外语焦虑对外语学习成绩,语言习得过程结果都有负面影响,如何减轻课堂教学中的学习焦虑一直都备受研究者关注。英语写作,在英语学习四项基本技能中历来是最经常使用和评价的技能,其重要性不言而喻。然而,对于大多英语学习者来说,写作焦虑一直是困扰他们多年的主要障碍,以至于影响到写作水平,这点从很多考试的写作结果中可以明显看出。基于学习焦虑的研究出现了很多,但对于写作焦虑的研究甚少,对从减轻写作焦虑视角出发来研究大学英语写作焦虑从而提高写作水平的研究更是鲜有。因此,针对学习者的写作焦虑有必要进行相关研究。本文借鉴鉴国内外学者对合作学习和写作过程研究的成果,特别是研究方法和方式的基础上,引入合作学习进入大学英语写作课堂,创建合作写作模式,探讨和分析合作写作是否能减轻外语学习者写作焦虑从而提高其写作水平。本实验试验时间长达一个学期18周。以河南省财经学院成功学院市场营销大二101名非英语专业大学生为研究对象,两个班级随机制定为一个实验班级和一个控制班级。两个班级的写作学习安排一致并且使用同一教学教材。但施以不同的写作教学.本实验旨在验证以下三个研究问题：1)合作学习能否降低学生的写作焦虑?2)如果合作学习能降低学生的写作焦虑,试验后学生对此方法持什么态度?3)合作学习能否促进学生写作发展?研究过程中,利用写作焦虑量表、写作测试和个别访谈为工具,结合定量和定性研究方法,对研究班级受试学生写作焦虑水平变化进行分析的同时,比较了他们在传统写作模式下和合作写作模式中写作焦虑水平和写作能力的变化和异同。研究结果表明：学生在外语焦虑程度明显降低的同时,其写作能力也有一定提高。合作写作的积极作用体现在：提高了学生英语写作的积极性和主动性,促进了学生英语写作水平的提高。本研究的重要启示是英语教师要意识到写作焦虑会影响写作成绩,同时要教会学生适当策略以降低焦虑,从而进行有效写作。

全文目录

Acknowledgements  3-4
Abstract in English  4-6
Abstract in Chinese  6-8
A List of Tables  8-9
Abbreviation  9-15
Chapter One Introduction  15-19
  1.1 Research Background  15-17
  1.2 Significance of this Study  17-18
  1.3 Organization of the Thesis  18-19
Chapter Two Relevant Literature Review  19-41
  2.1 Research on Cooperative Learning  19-28
    2.1.1 Definitions of CL  19-20
    2.1.2 Elements of Cooperative Learning  20-21
    2.1.3 Types of Cooperative Learning  21-22
    2.1.4 Methods of Cooperative Learning  22-24
    2.1.5 CL and its Positive Effect  24-26
    2.1.6 Empirical Studies on CL  26-28
      2.1.6.1 Empirical Studies on CL abroad  26-27
      2.1.6.2 Empirical Studies on CL in China  27-28
  2.2 Research on Language Anxiety  28-34
    2.2 1 The Definition of Language Anxiety  28
    2.2.2 Language Anxiety and Foreign Language Learning  28-29
    2.2.3 Research on Writing Apprehension  29-34
  2.3 Research on Writing  34-38
    2.3.1 The Definition of Writing  34-35
    2.3.2 The Approaches to Writing Instruction  35
    2.3.3 Pedagogical Approaches to Foreign Language Writing Research  35-38
  2.4 Theoretical Framework for Cooperative Writing  38-39
  2.5 Cooperative Writing in Writing Course  39-40
  2.6 Summary  40-41
Chapter Three Research Design and Methodology  41-63
  3.1 Research Questions  41
  3.2 Research Hypotheses  41
  3.3 Research Subjects and Site Selection  41-43
  3.4 Instruments  43
  3.5 Methodology  43-49
    3.5.1 Experiment  43-47
      3.5.1.1 Pretes to the Experiment  43
      3.5.1.2 The Treatment on the Two Classes  43-46
      3.5.1.3 The post of the experiment  46-47
    3.5.2 Writing-Apprehension Scale  47-49
    3.5.3 Semi-structured Interview  49
  3.6 Procedure for Data Processing  49-52
    3.6.1 Data Collection  49-50
    3.6.2 Data Analysis  50-52
  3.7 The Implementation the Research  52-62
    3.7.1 Pilot Study  52-54
      3.7.1.1 The Implementation of Pilot Study  53
      3.7.1.2 Results of the Pilot Study  53-54
    3.7.2 The Main Study  54-62
      3.7.2.1 The Implementation of the Experiment  54-62
        3.7.2.1.1 The Implementation of the first Writing Test and the Adjustment  54
        3.7.2.1.2 the Carrying out of the Writing-Apprehension Scale  54
        3.7.2.1.3 Preparing Procedure for CW  54-58
        3.7.2.1.4 Implementation of Cooperative Writing  58-61
        3.7.2.1.5 Posttest  61-62
      3.7.2.2 The Writing Apprehension Scale and the Interview  62
        3.7.2.2.1 Administration of the Writing-Apprehension Scale  62
        3.7.2.2.2 The Conduct of the Interview  62
  3.8 Summary  62-63
Chapter Four Research Results  63-73
  4.1 Results of the Writing Apprehension Scale  63-67
    4.1.1 The Severity of Writing Anxiety in the Two Classes before the Experiment  63-64
    4.1.2 Results between the Two Classes before the Treatment  64-65
    4.1.3 Results between the Two Classes before the Treatment  65-66
    4.1.4 Result of Writing Apprehension from Pretest and Posttest within EC  66-67
  4.2 Results of the Writing Tests  67-69
    4.2.1 Result of the Pretest between EC and CC  67
    4.2.2 The Result of the Posttest between EC and CC  67-68
    4.2.3 Result between the Pretest and Posttest within EC  68-69
  4.3 The Result from Interview  69-71
  4.4 Summary  71-73
Chapter Five Analysis and Discussion  73-79
  5.1 Introduction  73
  5.2 The Analysis and Discussion of the Four Research Questions  73-78
    5.2.1 On the First Research Question  73-75
    5.2.2 Answers to Research Question Two  75-76
    5.2.3 Answers to Research Question Three  76-78
  5.3 Summary  78-79
Chapter Six Conclusion  79-84
  6.1 Findings  79-80
  6.2 Pedagogical Implications  80-81
  6.3 Limitations  81-82
  6.4 Recommendation for Future Research  82-84
Bibliography  84-89
Appendixes  89-103
在读期间公开发表论文  103-104

利用合作学习减轻写作焦虑来提高英语写作能力的实证研究

内容摘要

全文目录

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