英语写作策略与写作自我效能感的相关性研究--一项基于数据分析的实证研究

An Empirical Study on the Correlation between Junior Middle School Students' English Writing Strategies and Their Writing Self-Efficacy

本研究通过问卷调查考查初中生英语写作策略、写作自我效能感的发展水平及两者之间的关系。研究发现:受试能够使用多项写作策略,但策略总体使用水平不高;总体写作自我效能感处于中等水平;六类英语写作策略和绝大多数具体英语写作策略与三种写作自我效能感之间均存在不同程度的正相关关系。研究建议,在教学中应加强学习策略训练,培养学生构思组织策略,特别是审题立意策略的使用意识和能力,重视包括阅读在内的语言输入的数量和质量,帮助学生养成修改策略的使用意识和能力,加强社交/情感策略培养。通过提升写作策略改善写作自我效能感,提高英语写作学习动机水平,促进写作能力发展。

This research,which has chosen 332 junior middle school students as subjects,investigates their English writing strategy application,the writing self-efficacy level and the correlation between the two. The research results indicate that junior middle school students can use a variety of writing strategies,but at a moderate level; their overall writing self-efficacy is at a medium level; there is a positive correlation between the writing self-efficacy and six categories of English writing strategies,as well as most specific English writing strategies. Accordingly,some measures are put forward as follows： English teachers should intensify writing strategy training and cultivate the students＇ conception and organization strategies,especially the awareness and competence of the question-analyzing strategy;teachers should also pay attention to the quantity and quality of the target language input by reading in particular so as to improve language output quality; teachers are encouraged to help students develop the ability to use the modification strategy and enhance the cultivation of students＇ social/emotional strategies. The promotion of students＇ writing strategy application may improve their writing self-efficacy and trigger their learning motivation,thus helping them develop their writing abilities.