【摘要】：寫作能力是衡量英語水平的重要標(biāo)準(zhǔn)。然而,多數(shù)英語學(xué)習(xí)者在寫作過程中遇到各種困難。大量研究表明:認(rèn)知因素、傳統(tǒng)的教學(xué)方法以及情感因素對英語寫作有著重大的影響。自20世紀(jì)80年代以來,焦慮作為一項(xiàng)重要的情感因素,引起了不少英語寫作教學(xué)研究者的關(guān)注。研究者普遍認(rèn)為:寫作焦慮是眾多英語寫作學(xué)習(xí)者的一大障礙。目前,大多數(shù)研究通過運(yùn)用寫長法、背誦輸入法等來緩解學(xué)習(xí)者的焦慮,并取得了一定的成效。但是,這些英語寫作教學(xué)方法與高職寫作學(xué)習(xí)者的自身特點(diǎn)不相適應(yīng),達(dá)不到理想的效果。首先,較之普通院校本科生的英語寫作水平,高職學(xué)生的英語寫作水平較低;因此,大多數(shù)高職生較之本科學(xué)生會更加厭煩甚至厭惡英語寫作。其次,與普通院校的本科生相比,高職學(xué)習(xí)者由于先前在英語寫作方面的失敗經(jīng)驗(yàn),更傾向于對自己持懷疑的態(tài)度。另外,與普通院校的本科生相比,多數(shù)高職學(xué)生當(dāng)回答如何寫好一篇英語作文時,由于老師的權(quán)威以及自我懷疑更不愿與同伴分享自己的觀點(diǎn)。以學(xué)習(xí)者為中心的小組合作學(xué)習(xí)起源于20世紀(jì)70年代的美國,是一種富有實(shí)效性和創(chuàng)意性的教學(xué)理論和策略體系。以注重小組成員的相互合作,使其自身及其小組成員的成就最大化;注重小組成員的積極互賴;注重小組成員間面對面的積極交流為主要特點(diǎn)的小組合作學(xué)習(xí)對英語寫作有積極影響。首先,小組合作學(xué)習(xí)強(qiáng)調(diào)小組成員相互合作,使自身及小組成員的成就最大化,有利于學(xué)生英語寫作成績的提高,并不再對英語寫作持厭煩等消極態(tài)度。其次,小組合作學(xué)習(xí)強(qiáng)調(diào)小組成員間的積極互賴,基于小組成員的共同成就對小組成員進(jìn)行共同獎勵,有利于提升學(xué)生的自信心。另外,小組合作學(xué)習(xí)強(qiáng)調(diào)通過小組成員間的積極交流、互相鼓勵、互相幫助進(jìn)行英語寫作而不是在老師的權(quán)威下進(jìn)行英語寫作,有利于學(xué)生積極地分享自己的觀點(diǎn)。鑒于高職學(xué)生英語寫作現(xiàn)狀及其自身特點(diǎn),作者旨在研究小組合作學(xué)習(xí)高職學(xué)生英語寫作焦慮的影響。作者致力于研究以下三個問題:(1)高職非英語專業(yè)學(xué)生英語寫作焦慮的現(xiàn)狀。(2)小組合作學(xué)習(xí)能否有效的緩解高職非英語學(xué)生的英語寫作焦慮?(3)教學(xué)實(shí)驗(yàn)后,高職非英語專業(yè)學(xué)生對小組合作學(xué)習(xí)持何種態(tài)度?作者于2016年上半年在山東電子職業(yè)技術(shù)學(xué)院展開了為期16周的教學(xué)實(shí)驗(yàn)研究。80名計算機(jī)專業(yè)大一兩個平行班的學(xué)生為本實(shí)驗(yàn)的研究對象。作者隨機(jī)挑選一個班為實(shí)驗(yàn)班,另一個則為控制班。實(shí)驗(yàn)班采用小組合作學(xué)習(xí)教學(xué)方法,控制班則采用傳統(tǒng)的教學(xué)方法。本實(shí)驗(yàn)的研究工具包括Cheng的《二語寫作焦慮量表》、訪談以及CET-4寫作部分試卷兩份。作者用SPSS V22.0分析收集的實(shí)驗(yàn)前后的數(shù)據(jù)。實(shí)驗(yàn)結(jié)果表明:(1)幾乎量表中的每一項(xiàng)目的平均值都高于表示高頻動作的值3.5,因此,高職非英語專業(yè)學(xué)生目前的英語寫作焦慮較高。(2)研究結(jié)束后,實(shí)驗(yàn)班學(xué)生的英語寫作焦慮得到了有效的緩解,而控制班的變化卻很小。由此可見,小組合作學(xué)習(xí)能夠有效的緩解高職非英語專業(yè)學(xué)生的英語寫作焦慮。(3)由訪談得出的數(shù)據(jù)表明小組合作學(xué)習(xí)能夠緩解高職學(xué)生的英語寫作焦慮并為高職學(xué)生的英語寫作帶來諸多益處。因此,高職非英語專業(yè)學(xué)生普遍對小組合作學(xué)習(xí)持積極的態(tài)度。由此可見,小組合作學(xué)習(xí)確實(shí)是緩解高職非英語專業(yè)學(xué)生寫作焦慮的一種可行的教學(xué)方法。此外,基于本研究結(jié)果,作者歸納教學(xué)建議,指出本研究的局限性,并對未來相關(guān)研究提供了參考建議。
[Abstract]:Writing ability is an important standard for measuring English. However, most English learners experience difficulties in writing. A large number of studies have shown that cognitive factors, traditional teaching methods and affective factors have a great impact on English writing. Since the 1980s, anxiety, as an important emotional factor, has attracted much attention from the English writing and teaching researchers. The researchers generally believe that writing anxiety is a major obstacle to many English-writing learners. At present, most studies alleviate the anxiety of the learners by using the writing-length method, the reciting input method, and the like, and have achieved some results. However, the teaching methods of English writing are not compatible with the self-characteristics of the writing learners in higher vocational schools, which can't achieve the ideal effect. First, the English writing level of the higher vocational students is lower than that of the ordinary college students; therefore, most of the students are more tired and even disgusted with English writing than the undergraduate students. Second, as compared with those of ordinary colleges, higher vocational students tend to be skeptical of themselves as a result of their previous failure in writing in English. In addition, most of the higher vocational students are not willing to share their views with their peers because of their authority and self-doubt, as compared to those of ordinary colleges. The learner-centered group cooperative learning originated in the 1970s of the United States, is an effective and creative teaching theory and strategy system. To focus on the mutual cooperation of the members of the Group, to maximize the achievements of its own and its members; to focus on the positive interaction of the members of the Group; to focus on the positive impact of the Group's cooperative learning on English writing, which is the main feature of the face-to-face positive exchange among the panellists. First of all, the group's cooperative learning emphasizes that the team members cooperate with each other and maximize the achievements of their own and group members, which is conducive to the improvement of the English writing performance of the students, and is no longer the negative attitude of the English writing. Secondly, the group's cooperative learning emphasizes the positive interaction among the members of the group, and the group members are jointly rewarded on the basis of the common achievements of the group members, which is beneficial to the improvement of the self-confidence of the students. in addition, that group's cooperative study emphasize the positive exchange among the group members, encourage each other, help each other in English writing rather than write in English under the authority of the teacher, so that the students can share their views actively. In view of the current situation of English writing in higher vocational students and its own characteristics, the author aims to study the effect of group cooperation on the anxiety of English writing in higher vocational students. The author is committed to the following three questions: (1) the current situation of English writing anxiety in non-English majors in higher vocational education. (2) Whether the group cooperative learning can effectively relieve the English writing anxiety of non-English students in higher vocational education? (3) What is the attitude of non-English majors in the higher vocational education to the group's cooperative learning after the teaching experiment? In the first half of 2016, the author conducted a 16-week teaching experiment in Shandong Electronic Vocational and Technical College. The author randomly selects one class as the experimental class and the other is the control class. The experimental class adopts the group cooperation to study the teaching method, and the control class adopts the traditional teaching method. The research tools of this experiment include Cheng's , interview and CET-4 writing part of the paper. The data collected before and after the experiment was analyzed by SPSS V2.0. The experimental results show that (1) The average value of each item in the little scale is higher than that of the high-frequency action. Therefore, the English writing anxiety of non-English major students in higher vocational colleges is higher. (2) After the end of the study, the English writing anxiety of the students in the experimental class was effectively relieved, while the change of the control class was very small. Therefore, the group cooperative learning can effectively relieve the English writing anxiety of non-English major students in higher vocational education. (3) The data from the interview show that the group cooperative learning can relieve the English writing anxiety of the higher vocational students and bring many benefits to the English writing of the higher vocational students. Therefore, non-English majors in higher vocational colleges have a positive attitude towards group cooperation. It can be seen that the cooperative learning of the group is a feasible teaching method to relieve the writing anxiety of non-English majors in higher vocational education. In addition, based on the results of this study, the author sums up the teaching proposal, points out the limitation of this study, and provides reference for future research.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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