论文标题:对写长法在英语写作教学中减轻英语学习者写作焦虑效果的研究
A Study on the Effect of the Length Approach on EFL Learners in Alleviating Their Writing Apprehension
论文作者 陆香
论文导师 何向明,论文学位 硕士,论文专业 英语学科课程与教学论
论文单位 首都师范大学,点击次数 126,论文页数 99页File Size2811k
2003-05-01论文网 http://www.lw23.com/lunwen_155367327/ 自由放任;国家干预;国有土地政策;灌溉水利工程
Laissez-faire,National,inference,Land policy,Irrigation engineering
多数对写作焦虑的研究都集中于引起写作焦虑的原因，写作焦虑的内容以及如何减轻写作焦虑的很多技巧上，而在第二语言领域里对写作焦虑的直接研究却很少。因此我们对于第二语言学习者所经历的心理焦虑的种类及如何减轻他们焦虑的方法就知道的很少了。借助于写长法，作者在本文主要对写长作文是否能提高第二语言学习者的写作能力，能否改进他们对英语写作的态度以及能否帮助他们减轻写作焦虑的心理进行了研究。 像英国教师在他们的教学中一样，我们也应该在学生写作的时候，最小化的干涉他们，最小化的更改他们的作文，而更多关注学生写作的意图及写作的欲望。写作应该成为表达学生自身情感和经历的真正的需要，而所有这些都应在鼓励的氛围中进行。一旦这种氛围建立起来，写作的恐惧感被消除，学生就会把其他的写作作业也都处理得非常好。用这种方法写作学生才会真正的交流思想和生活经历，才会把英语视为一种用来应用的语言而不止是一种用来学习的外语。 有五十名首都师范大学的英语本科生参与此研究。他们完成了两份调查问卷：第一份是由达莱米勒于一九八四年设计的被称为达莱米勒写作焦虑程度的调查问卷，此文包含二十六个选项涉及三个问题分别是自信心，焦虑行为以及对英语写作的态度。第二份问卷是由王初明等设计的旨在从不同角度测验学生们对写长法的看法。此问卷做了两次，一次在学期初一次在学期末(其间有十二周)，而且在学期末学生还要求用英文写一些对写长法的评价及看法。数据分析的结果表明写长法在给学生更多的自主权和发挥余地的同时，从某种程度上减轻了他们的写作焦虑心理从而提高了写作水平。而且写长法不仅能减轻焦虑心理，帮助学生增强自信心加强写作动机而且能够保证作文质和量的提高。然而，此文只是对写长法研究的尝试，由于研究时间短及其他因素诸如没有得到外界的反馈意见还有很多不足之处。而且外语学习本身就是包含除学习焦虑心理以外很多因素的复杂的过程，写长法也是一个崭新的研究方法，很多其他的研究方法也有待研究和提高。
Research on writing apprehension or blocking has focused on the causes of writing apprehension, the components of writing apprehension, and numerous techniques to alleviate or cure writing apprehension. Little of this research, however, has been directed toward writing apprehension in a second language. We thus know very little about the kinds of apprehension second language writers experience, or the ways in which their apprehension can be reduced. With the help of the Length Approach, the author has directed her attention toward ways in which writing long can improve student writing and student attitudes toward writing, and to decrease student apprehension about writing.Like British teachers and their approach, we should become more concerned with the individual"s purpose and desire for writing, while providing simulation, a minimum of interference and correction and some indirect instruction. The act of composing should become the result of a genuine need to express one"s personal feeling, experience or reaction, all this within a climate of encouragement. Once this has been established, and the fear of writing has been removed, students will have much greater facility with the other types of writing assignments they may be expected to do in school. The experience of composing could in this way have a purpose, that of communicating genuine thoughts and experiences. ESL students could begin to appreciate English as another language to use, rather than just a second language to learn.Fifty English majors from English Department, Capital Normal University (CNU) were selected for the research. They filled two questionnaires: The first was devised by Daly and M. D. Miller (1984) called the Daly-Miller Writing-Apprehension Scale contained 26 statements and arranged in three angles: self-confidence, anxiety behavior, and attitudes towards English writing. The second one was designed by Wang Churning et.al, which attempted to test the subjects"attitude from different angles towards the Length Approach. It was administered twice, once at the beginning and the other at the end of the semester (after an interval of approximately 12 weeks) to students in the first-semester course. And at the end of the term, the subjects were asked to write several paragraphs discussing the good and bad points towards the Length Approach.From the data analysis, the researcher made some discovery. Results showed that to some extent, the Length Approach eases learners" anxiety to improve the writing proficiency through a free environment with a lot of autonomy & free space. The Length Approach can help students lessen their anxiety and strengthen their self-confidence, therefore enhancing their motivation and increasing their written output both in quantity & quality.However, this is only a tentative study on the Length Approach to English learners. There exist limitations because of the short time and other unexpected factors, such as no feedback from outside. Moreover, foreign language learning is such a complicated process that it involves many other factors beside learner anxiety, and also the Length Approach is a brand new practice in language classroom, many methods need to be experimented with and improved.
|
