【作者】 王丛丛；

【导师】 于润梅；

【作者基本信息】 青岛科技大学 ， 外国语言学及应用语言学， 2009， 硕士

【摘要】 写作是大学英语教学中一个不可缺少的部分。在英语听,说,读,写四项技能中,写作的综合性最强,对学生的要求最高。它要求学生不仅要具备英语写作的基本知识,而且需要掌握各种有效的写作策略。但是目前大学英语写作教学的现状却不令人满意。如何有效提高学生的写作能力和写作成绩一直都是教学中的一个难题。在过去的写作研究中,研究者主要将注意力集中在教师如何教而忽视了学习者如何学。而近年的研究表明,学习者的学习策略对提高学习者的外语水平有很大的促进作用。写作策略作为学习策略的微观方面,是学习策略的重要组成部分。但目前的学习策略研究中,听,说,读,写语言技能学习策略的研究严重不均衡。相比较而言,听力策略研究比较完善,写作策略研究很少。因此,研究中国大学生的写作策略对于大学英语写作有着重要的理论意义和现实指导意义。本文主要通过定量分析来研究中国非英语专业大学二年级学生在英语写作中写作策略的使用情况。首先给青岛科技大学编辑和出版专业二年级的学生布置了写作任务,从而选出了20名写作成功者和20名写作不成功者。然后,在学习策略理论及目前已有的写作策略问卷的基础上,本文的研究者设计了一份英语写作策略调查问卷。通过此问卷,学生在英语写作中的写作策略使用情况得到反映。通过对学生访谈结果的分析,本文的研究者对学生在英语写作中的写作策略使用情况有了进一步的了解。此研究主要回答以下几个问题:(1)中国非英语专业大学生在英语写作中写作策略的使用情况如何?(2)写作策略的使用与写作成绩是否存在相关性?(3)写作成功者与写作不成功者在写作策略使用上有何不同?本文采用SPSS统计软件对相关数据进行了分析。描述性分析结果显示中国非英语专业大学生在英语写作中使用写作策略的总体频率不高,使用最高的是元认知策略,使用最低的是社会情感策略。相关分析结果显示只有元认知策略与写作成绩有关。独立样本T-检验分析结果显示写作成功者与不成功者在元认知策略与社会情感策略的使用上存在差异。本研究的教学与学习启示,及研究本身的弱点和以后研究的相关建议都得到了充分的说明。更多还原

【Abstract】 English writing is an indispensable part of students’overall language abilities in college English teaching. Among listening, speaking, reading and writing, writing is regarded as the most difficult and complicated part, which requires not only the basic knowledge about writing but also the necessary writing strategies. However, the current situation of the college English writing teaching is not satisfactory. Writing is still a weak point in English learning. Therefore, how to improve the college students’writing abilities is an urgent and challenging task for the English teachers and the language researchers. In recent years, the researchers pay increasing attention to the students’personal factors instead of the teachers’roles. Many studies show that the students’personal factors have great effect on the language learning. The writing strategy, as the microscopic view of the language learning strategies, is an important part in the language learning strategies. Among the researches of language learning strategies, listening strategy tends to be satisfactory, while the writing strategy is still in dark. Study the use of the writing strategy by the college students has both the theoretical and the practical significance.This study investigates the writing strategy use of the non-English majors mainly through the quantitative analysis. At first, the author assigns a writing task among 80 second- year students majoring in auditing and publishing, from whom the author chooses 20 students as the successful writers and 20 students as the unsuccessful writers. Then, according to the language learning strategy theories and the English writing strategy questionnaires available, the author designs an English writing strategy questionnaire to investigate the use of the writing strategy of the non-English majors. The interview adds further and depth information. This study mainly explores the three questions: (1) What is the current situation of non- English majors’use of writing strategies? (2) Is there any correlation between writing strategy use and writing achievements of the college students? (3) What differences exist between the successful writers and the unsuccessful writers in the use of writing strategies? The SPSS is used for the analysis. The results of the descriptive statistics show that in English writing, the Chinese college students use writing strategies at a moderate frequency. The meta-cognitive strategy is the most commonly used strategy. The social/affective strategy is the least commonly used strategy. The cognitive strategy is in between. The results of the correlation analysis show that the use of the meta-cognitive strategy has correlation with the writing achievements. The results of the independent-sample t-test show that the successful writers and the unsuccessful writers have differences in the use of the meta-cognitive strategy and the social/affective strategy.The teaching and learning implications, as well as the limitations and suggestions for the further study are presented in this study.更多还原