英语专业学生在英语写作中的自主性研究——写前计划自主性策略分析

English Majors' Autonomy in EFL Writing——An Analysis of Autonomous Strategies in Learners' Pre-writing Activities

以英语专业二年级学生为调查对象,分析了他们在英语写作中写前计划阶段的自主性策略运用情况。研究结果表明,英语专业二年级学生在写作计划阶段能够自主运用一些写作元认知策略和写作认知策略,表现出了一定程度的自主性,但不同水平的写作者的策略运用情况存在显著差异:写作成绩好的写作者较多运用相关自主性策略,而且写作策略的运用又进一步促进了写作的顺利完成。科学合理的写作策略培训可以提高学习者的自主性,从而促进他们的写作学习。

Employing quantitative and qualitative research methods, the present study makes an analysis of second-year English majors＇ autonomy in their pre-writing activities. It is found that, generally, second-year English majors do exercise some degree of learner autonomy in their pre-writing activities in EFL writing. But significant differences can also be found among learners of different writing proficiencies. High-proficiency learners tend to use more autonomous strategies and the employment of these strategies will enhance their further writing process. These findings suggest that proper training of writing strategies will enhance learners＇ autonomy and improve their writing skills.