高中生英语写作元认知策略、写作自我效能感与写作成绩的相关性研究

摘要

英语写作，作为听说读写中的四项基本技能之一，是二语与外语教学重要的一部分。如何提高学生的英语写作能力是英语教学与研究的关注点之一。本研究的目的在于调查高中生英语写作元认知策略与写作自我效能感的现状以及和作文成绩三者之间的关系，最后再测查它们对写作成绩的预测效力。理论上该研究进一步丰富了英语写作元认知策略，写作自我效能感与写作成绩的相关性研究,实践上有助于帮助英语教师通过引导学生使用元认知策略和提高其自我效能感来促进学生英语写作。　　本研究研究问题如下：　　1)高中生英语写作元认知策略，写作自我效能感的现状如何？　　2)高中生的英语写作元认知策略，写作自我效能感和写作成绩三者之间是否具有显著相关性？　　3)高中生的英语写作元认知策略，写作自我效能感是否对英语写作成绩具有预测作用？　　该研究设计如下：首先，研究的受试来自于江西省丰城中学，分别抽取了高一年级三个自然班，其中一个班的学生参与了试测，目的在于检测两份问卷的信度。两份问卷分别为元认知写作策略问卷和写作自我效能感问卷，经试测得出两份问卷信度系数分别为0.90,0.86，具有较高的信度。其余两个班的100名学生则参与正式的研究当中，并且研究者将收集他们的问卷和作文成绩。最后研究者将数据输入到SPSS17.0统计软件并进行数据分析。　　研究发现：1）高中生英语写作元认知策略使用频率以及写作自我效能感都处于中等水平。2）高中生英语写作元认知策略与写作自我效能感呈现较高显著正相关,相关系数为0.676；写作自我效能感与写作成绩呈现中等显著正相关,相关系数为0.395；写作元认知策略与写作成绩呈现显著正相关但相关性较低,相关系数为0.209。3)高中生写作自我效能感可以正向预测学生的英语学习成绩。写作元认知策略不能对英语成绩起正向预测作用，但可以以写作自我效能感为中介，对写作成绩产生间接影响。　　该论文结合以上研究发现探讨了一些能够促进高中生写作水平的一些教学启示，教师和学生都应该重视元认知写作策略，写作自我效能感对英语写作的促进作用，注重在英语写作教学中训练学生的写作元认知策略，以及培养其写作自我效能感。

目录

声明

Chapter 1 Introduction

1.1 Background of the Thesis

1.2 The Purpose of the Research

1.3 The Significance of the Research

1.4 Outline of the Thesis

Chapter 2 Literature Review

2.1 Metacognitive Writing Strategies

2.1.1 Definitions of Language Learning Strategies

2.1.2 Classifications of Language Learning Strategies

2.1.3 Definitions of Metacognition

2.1.4 Definitions of Metacognitive Writing Strategies

2.2 Self-efficacy

2.2.1 Definitions of Self-efficacy

2.2.2 Sources of Self-efficacy

2.2.3 Definitions of Writing Self-efficacy

2.3 Related Studies Abroad

2.3.1 Relationship between Metacognitive Writing Strategies and English Writing Performance

2.3.2 Relationship between Writing Self-efficacy and English Writing Performance

2.4 Related Studies at Home

2.4.1 Relationship between Metacognitive Writing Strategies and English Writing Performance

2.4.2 Relationship between Writing Self-efficacy and English Writing Performance

Chapter 3 Research Methodology

3.1 Research Questions

3.2 Research Design

3.2.1 Participants

3.2.2 Instruments

3.3 Data Collection and Analysis

Chapter 4 Results and Discussions

4.1 The Status Quo of Students’ Use of Metacognitive Writing Strategies and English Writing Self-efficacy

4.1.1 Results and Discussions of Students’ Use of Metacognitive Writing Strategies

4.1.2 Results and Discussions of the Students’ Writing Self-efficacy

4.2 Correlation among Senior High School Students’ Use of Metacognitive Writing Strategies, English Writing Self-efficacy and Writing Performance.

4.2.1 Correlation between the Use of Metacognitive Writing Strategies and English Writing Self-efficacy

4.2.2 Correlation between English Writing Self-efficacy and Writing Performance

4.2.3 Correlation between the Use of Metacognitive Writing Strategies and Writing Performance

4.3 Impact of Students’ Use of Metacognitive Writing Strategies and English Writing Self-efficacy on Writing Performance

Chapter 5 Conclusion

5.1 Major Findings

5.2.1 Introduction

5.2.2 Implications for Facilitating Students’ Use of Metacognitive Writing Strategies

5.2.3 Implications for Enhancing Students’ Writing Self-efficacy

5.3 Limitations of the Current Study and Suggestions for Further Study

参考文献

Appendix I

Appendix II

致谢

在读期间公开发表论文（著）及科研情况