对比续写中的二语写作焦虑研究

An Investigation of L2 Writing Anxiety in the Comparative Continuation Task

二语写作焦虑的影响及调控是二语写作研究中的一个重要话题。本研究以44名英语专业大二学生为研究对象,采用问卷和访谈的方法探究二语写作焦虑与写作成绩之间的关系,并结合“续论”和积极心理学理论探讨对比续写对于降低二语写作焦虑的作用。实验结果显示:二语写作焦虑与写作成绩呈显著负相关,即二语写作焦虑水平越高,特别是构思焦虑水平越高,写作成绩越低;对比续写可以有效地缓解学生的二语写作焦虑,尤其是在构思焦虑方面效果显著。本研究认为,对比续写为学生提供完整的前读材料,能减少构思空白和语言产出压力,且在续写中引入对比因素,能激发表达思想的积极情感和内生动力,是缓解二语写作焦虑的有效方法。

The effect of L2 writing anxiety and its alleviation are important issues in the field of L2 writing research. This study adopts L2 writing anxiety scale and semi-structured interview to explore the relationships between L2 writing anxiety and writing performance,and from xu-argument and the perspective of Positive Psychology,it further explores the effects of the comparative continuation task on L2 writing anxiety of 44 second-year English majors. Results show that there are significant negative correlations between L2 writing anxiety( especially anxiety of writing planning) and writing performance. Besides,the comparative continuation helps to effectively reduce students’ L2 writing anxiety,and in particular the anxiety of writing planning. The findings suggest that the comparative continuation task featuring in providing full text and requiring comparative analysis can arouse positive emotions and learner agency to think actively and express properly,in addition to reducing blankness in writing planning and anxiety in L2 production.