發(fā)布時(shí)間：2018-04-04 19:42

  本文選題：外語(yǔ)寫(xiě)作　切入點(diǎn)：外語(yǔ)寫(xiě)作焦慮　出處：《山東大學(xué)》2017年碩士論文

【摘要】：作為影響外語(yǔ)習(xí)得的重要因素之一,情感因素一直受到眾多學(xué)者和老師的高度重視,而焦慮這一因素也是情感因素研究的重點(diǎn)之一。外語(yǔ)寫(xiě)作焦慮是指學(xué)習(xí)者在外語(yǔ)寫(xiě)作過(guò)程中所表現(xiàn)出的焦慮行為。對(duì)于外語(yǔ)寫(xiě)作焦慮的研究可以追溯到二十世紀(jì)七十年代,許多學(xué)者和老師做了學(xué)者和老師對(duì)該方面的研究做出了努力和貢獻(xiàn),并得出了不同的結(jié)論。一些學(xué)者認(rèn)為外語(yǔ)寫(xiě)作焦慮是影響外語(yǔ)寫(xiě)作的重要因素之一,也是造成學(xué)習(xí)者外語(yǔ)寫(xiě)作難以提高的重要原因之一。但一些學(xué)者卻認(rèn)為外語(yǔ)寫(xiě)作焦慮對(duì)學(xué)習(xí)者的外語(yǔ)寫(xiě)作有著積極的影響和作用。長(zhǎng)期以來(lái)在外語(yǔ)寫(xiě)作中,同伴反饋也是寫(xiě)作教學(xué)領(lǐng)域的研究熱點(diǎn)之一。但鮮有研究將外語(yǔ)寫(xiě)作焦慮與同伴反饋放在一起,研究二者之間的關(guān)系。鑒于此,本研究試圖探討中國(guó)英語(yǔ)專業(yè)大學(xué)生的外語(yǔ)寫(xiě)作焦慮現(xiàn)狀以及學(xué)生的外語(yǔ)寫(xiě)作焦慮水平是否會(huì)影響到他們的同伴反饋。作為本研究中的研究對(duì)象,50名中國(guó)大學(xué)生按要求填寫(xiě)兩份調(diào)查問(wèn)卷,并在規(guī)定時(shí)間內(nèi)完成一篇命題作文。本研究采用定量研究和定性研究相結(jié)合的方法,通過(guò)調(diào)查問(wèn)卷,同伴反饋分析和半結(jié)構(gòu)化訪談得到研究數(shù)據(jù)。根據(jù)所得到的數(shù)據(jù),本研究探討學(xué)生的外語(yǔ)寫(xiě)作焦慮水平和原因以及對(duì)寫(xiě)作成績(jī)與同伴反饋的影響。研究發(fā)現(xiàn),英語(yǔ)專業(yè)大學(xué)生的外語(yǔ)寫(xiě)作焦慮水平處于中等,且與寫(xiě)作成績(jī)之間成負(fù)相關(guān)。造成學(xué)生外語(yǔ)寫(xiě)作焦慮的原因眾多,例如有害怕老師的負(fù)面評(píng)價(jià)、語(yǔ)法困難、不自信等等。此外,學(xué)生的焦慮水平對(duì)學(xué)生的同伴反饋有影響。焦慮水平低的學(xué)生傾向于提供正面反饋。本研究討論了學(xué)生的外語(yǔ)寫(xiě)作焦慮現(xiàn)狀,以及焦慮對(duì)同伴反饋的影響得出系列結(jié)論,并提出了相關(guān)的教學(xué)建議。論文最后指出了本研究的不足之處并對(duì)未來(lái)相關(guān)研究提出了建議。
[Abstract]:As one of the important factors affecting foreign language acquisition, affective factors have been attached great importance to by many scholars and teachers, and anxiety is one of the most important factors in the study of affective factors.Foreign language writing anxiety refers to learners' anxiety behavior in the process of foreign language writing.The study of foreign language writing anxiety can be traced back to the 1970s. Many scholars and teachers have made great efforts and contributions to the study and reached different conclusions.Some scholars think that foreign language writing anxiety is one of the important factors that affect foreign language writing, and it is also one of the important reasons that it is difficult for learners to improve their foreign language writing.However, some scholars believe that foreign language writing anxiety has a positive effect on learners' foreign language writing.Peer feedback has been one of the hotspots in writing teaching for a long time.However, there are few studies on the relationship between foreign language writing anxiety and peer feedback.In view of this, the present study attempts to explore the current situation of foreign language writing anxiety among Chinese English majors and whether the students' level of foreign language writing anxiety will affect their peer feedback.As the subject of this study, 50 Chinese college students completed two questionnaires as required and completed a propositional composition within the prescribed time.In this study, quantitative and qualitative studies were used to obtain the data through questionnaire, peer feedback analysis and semi-structured interviews.Based on the data obtained, the present study explores the level and causes of foreign language writing anxiety and its effects on students' writing performance and peer feedback.It is found that the level of foreign language writing anxiety of English majors is moderate and negatively correlated with their writing achievement.There are many causes of anxiety in foreign language writing, such as fear of negative comments from teachers, grammatical difficulties, lack of confidence and so on.In addition, the anxiety level of students has an effect on peer feedback.Students with low anxiety levels tend to provide positive feedback.The present study discusses the present situation of students' foreign language writing anxiety and the influence of anxiety on peer feedback and draws a series of conclusions, and puts forward some relevant teaching suggestions.Finally, the paper points out the shortcomings of this study and puts forward some suggestions for future research.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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