【作者】 张婷；

【导师】 石运章；

【作者基本信息】 山东农业大学 ， 外国语言学及应用语言学， 2017， 硕士

【摘要】 面对高等教育国际化和经济全球化的挑战,促进科研人员通过学术期刊论文参与国际学术对话成为对非英语国家科研发展和国家外语能力建构具有重大意义的课题。21世纪以来,我国政府的一系列决议彰显了推动中国学术全球化的决心。《国家中长期教育改革和发展规划纲要(2010-2020)》指出,各高校要“培养大批具有国际视野、通晓国际规则、能够参与国际事务和国际竞争的国际化人才”。用英语阅读和撰写科研论文已成为研究生学术生涯的长远发展要求。然而,现有研究虽探讨了我国非英语专业研究生英语学习方面的需求和障碍,鲜有涉及该研究生群体对于学术英语论文写作与发表的看法。因此,本研究尝试探究科研发表英语写作焦虑这一构念,了解非英语专业研究生科研发表英语写作焦虑的现状以及背景变量对其造成的影响。具体研究问题如下:(1)科研发表英语写作焦虑是单维构念还是多维构念?其结构如何?(2)我国非英语专业研究生的科研发表英语写作焦虑现状如何?(3)性别、学科在多大程度上影响我国非英语专业研究生的科研发表英语写作焦虑?本研究在文献分析和访谈的基础上,初步构建《科研发表英语写作焦虑量表》项目库。经过两次问卷调查,利用社会科学统计软件包SPSS 16.0,依照科学的量表编制原则进行探索性因子分析、项目分析和项目修订,确定了量表结构和正式量表项目。经检验,《科研发表英语写作焦虑量表》具有良好的信效度,可以作为研究生科研发表英语写作焦虑方面的有效测量工具。然后,通过描述性统计、独立样本T检验和单因素方差分析对正式量表对应的定量数据进行分析。此外,依据最终问卷调查结果,选取6位被试进行访谈。研究表明:1)科研发表英语写作焦虑是一个多维构念,与一般的英语写作焦虑不尽相同,它包括内部储备焦虑,外部约束焦虑,语言焦虑和回避焦虑四个维度。2)本研究中的非英语专业研究生面临较高水平的科研发表英语写作焦虑,量表总体得分和在各维度上的得分都超过中值。3)从人口统计学变量来看,男生和女生在语言焦虑方面的程度基本持平,而在内部储备焦虑方面存在显著差异,女生在内部储备焦虑上的得分明显高于男生。另外,学科对科研发表英语写作焦虑产生显著影响,自然科学、农业科学、工程与技术科学,和人文与社会科学的研究生在科研发表英语写作焦虑总值,以及内部储备焦虑和回避焦虑维度上的得分存在显著差异。其中,人文与社会科学领域研究生得分最高,农业科学领域研究生得分次之,自然科学领域研究生得分最低。更多还原

【Abstract】 In the presence of higher education internationalization and economic globalization,engaging researchers into international academic dialogues via academic articles has become a task crucial to the scientific as well as foreign language advancement of non-English speaking countries.With the entrance into the 21 st century,a series of initiatives have indicated Chinese government’s determination in implementing the academic globalization strategy.According to the National Program for Medium-and Long-Term Educational Reform and Development(2010-2020),universities should cultivate a large number of talents with international vision,good command of international laws and competitive edge in international affairs.It has become a practical long-term goal for graduate students to be able to read and publish academic English papers in international refereed journals.Despite a few studies on Chinese non-English major graduates’ English learning,graduate students’ perceptions of their academic English writing and publishing practice remain largely unexplored.Therefore,the main focus of this study was to operationalize and quantify the ERPP writing anxiety among non-English major graduate students.The research questions are as follows:(1)Is ERPP writing anxiety a single or multidimensional construct? What is the underlying structure of ERPP writing anxiety?(2)What is the general trend of non-English major graduate students’ ERPP writing anxiety?(3)To what degrees do gender and discipline affect non-English major graduate students’ ERPP writing anxiety?For this end,the author generated an initial item pool of the ERPP Writing Anxiety Scale based on careful analysis of existing literature as well as interviews.Data from the initial piloting and the final piloting were processed with the Statistical Package for Social Sciences(SPSS)16.0.Scientific questionnaire development principles were strictly applied to the developing and validation procedures.The structure and items of the final scale were determined based on exploratory factor analysis,item analysis,and item revision.The results indicate that the ERPPWAS has good reliability and validity.Accordingly,it can be used asan effective measure to assess graduate students’ ERPP writing anxiety.Afterwards,quantitative data from the final piloting were processed through descriptive analyses,independent samples t test,and one-way ANOVA.In addition,six participants were invited for interviews based on the results of the final survey.The findings suggest that the ERPP writing anxiety is a multidimensional construct distinguished from general types of second language anxiety related to writing.The ERPP writing anxiety comprises four components: The Inner Reserve Anxiety,the External Constraint Anxiety,Language Related Anxiety,and Avoidance Behavior.Besides,graduate students in this study were confronted with high level ERPP writing anxiety,with the mean scores for the overall scale and subscales all above the mid-point.In terms of the influences of background variables,male and female graduate students in the study had similar levels of Language Related Anxiety.Yet they differed significantly in the Inner Reserve Anxiety,with the latter group scoring significantly higher than the former.Further,disciplinary area was a significant factor affecting ERPP writing anxiety as there were significant disciplinary differences in the scores of ERPP writing anxiety,Inner Reserve Anxiety,and Avoidance Behavior.Regarding the overall scale and the abovementioned two dimensions,the mean score of graduate students from Agricultural Sciences was secondary to that of participants from Humanities and Social Sciences,and that of graduate students from Natural Sciences the lowest of all.更多还原