英语写作过程中模糊容忍度、焦虑和策略的关系研究

论文摘要

本研究探讨学习者情感因素与学习策略以及学习成绩的关系。影响学习者认知行为和过程的情感因素种类较多,本研究关注的是模糊容忍度和焦虑,而这两种因素既在理论上彼此相关,本身对学习行为和效果有较大影响。另外,由于学习者个体因素研究越来越具体化,我们将研究范围限定于英语写作学习。所以,本研究主要调查英语写作模糊容忍度、英语写作焦虑和英语写作策略以及英语写作成绩的关系。具体探讨的问题包括:(1)英语写作模糊容忍度与英语写作焦虑有何关系?(2)具有不同英语写作模糊容忍度的学习者在英语写作策略的使用上有何不同?(3)英语写作模糊容忍度、英语写作焦虑和英语写作策略这三者之间有何关系?(4)英语写作模糊容忍度、英语写作焦虑和英语写作策略对英语写作成绩有何影响?为了回答这些问题,我们综合了定量研究与定性研究两种方法,分别采用以问卷为基础、以结果为导向和以口头原案为基础、以过程为导向的两种实验。在定量研究中,对来自两所不同大学的256名非英语专业学生进行了一系列问卷、量表调查和英文写作测试。考虑到模糊容忍度和焦虑量表及写作策略问卷是针对本项研究自行设计的特点,我们在预实验中对其效度及信度进行了检测,得到满意的结果后再运用于正式实验中。问卷及量表调查和测试的结果构成了定量研究的实证数据。依据理论阐释框架和实证数据,采用描述性分析、相关分析、方差分析及多元回归分析等统计方法对各变量之间的关系进行分析研究。定性研究部分主要运用有声思维和观察的方法,对2名模糊容忍度较高的学生和2名模糊容忍度较低的学生进行了个案研究。在有声思维原案文字化处理、分割和编码后,对写作策略加以确定、归类和分析。定性研究的结果对定量研究的结果进行了必要的说明和补充。本研究主要发现,英语写作中,模糊容忍度与焦虑有显著的负相关,模糊容忍度与焦虑对写作策略的使用有显著的影响。其中,模糊容忍度越低,焦虑越高,写作策略上则更多采用认知策略和补偿策略,而较少采用元认知策略和情感策略。对于英语写作成绩的影响上,模糊容忍度与写作成绩有显著的正相关,一方面,模糊容忍度直接作用于写作成绩,另一方面模糊容忍度还通过焦虑间接影响写作成绩;焦虑与写作成绩有显著的负相关,焦虑对写作成绩有直接的影响;而写作策略与写作成绩并无显著相关,但是写作策略对写作成绩的影响是通过模糊容忍度与焦虑间接实现的。值得注意的是,研究和关注情感因素并不意味着解决语言学习中的所有问题。研究情感问题的主要目的之一还是探讨情感对认知过程的影响,就此而言,本研究具有一定的理论意义和实际意义。就理论意义而言,模糊容忍度与焦虑、写作策略以及写作成绩相关的事实提醒我们在研究学习者个体差异时应将这些情感因素综合考虑在内,同时也为情感与认知的关系研究以及学习者个体因素造成二语学习结果差异这一领域的研究做出一定的实证证明和理论补充。本研究也具有一定的实际意义,特别是为教学实践中解决情感问题提高学习效果提供了较为可靠的实证依据。教师在教学设计时应充分考虑学习者个体因素,从不同学习行为和策略表现背后的学习风格和情感因素入手,找到学生厌学、不适应、效率低的问题所在,真正做到“以学生为中心”来组织教学环节,从而提高教学效果。同时,学习者也可以通过量表结果了解自身的学习风格、情感因素以及学习策略,有针对性的操练和有效运用学习策略来扩展并丰富学习风格以适应不同的学习环境和任务,从而降低消极情感因素的影响,提高外语学习成绩。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• LIST OF ABBREVIATIONS
• LIST OF FIGURES
• LIST OF TABLES
• PARTⅠ INTRODUCTION
• CHAPTER 1 Introduction of the Study
• 1.1 Introduction
• 1.2 Need for the study
• 1.3 Purpose of the study
• 1.4 Significance of the study
• 1.5 Definitions of key concepts
• 1.6 Outline of the dissertation
• PART Ⅱ LITERATURE REVIEW
• CHAPTER 2 Background of the Study
• 2.1 Introduction
• 2.2 Learning styles and L2 learning
• 2.3 Affect and L2 learning
• 2.4 Linking learning strategies to learning styles and other affective variables in L2 learning
• 2.5 Chapter summary
• CHAPTER 3 Conceptual Framework of the Study
• 3.1 Introduction
• 3.2 Tolerance of ambiguity and language achievement
• 3.2.1 Tolerance of ambiguity
• 3.2.2 Tolerance of ambiguity and language learning
• 3.2.3 Research on tolerance of ambiguity in L2 learning
• 3.2.4 Measurements of tolerance of ambiguity
• 3.3 Anxiety and language achievement
• 3.3.1 Anxiety as a multidimensional construct
• 3.3.2 Language anxiety
• 3.3.3 Language anxiety and achievement
• 3.3.4 Ways to identify language anxiety
• 3.4 Writing strategies in the L2 writing process
• 3.4.1 Writing strategies and the writing process
• 3.4.2 Research on writing strategies in the L2 writing process
• 3.4.3 Methods for investigating writing strategies
• 3.5 Research gaps
• 3.5.1 Lack of studies on tolerance of ambiguity in EFL writing
• 3.5.2 Lack of studies on the relationships between tolerance of ambiguity,anxiety, and writing strategies in EFL writing
• 3.5.3 Lack of studies on individual differences of Chinese EFL learners
• 3.5.4 Lack of studies on non-English-major EFL learners in the Chinese context
• 3.5.5 Lack of multiple data
• 3.6 Chapter summary
• PART Ⅲ RESEARCH DESIGN AND METHODOLOGY
• CHAPTER 4 Quantitative Research Design and Pilot Study
• 4.1 Introduction
• 4.2 Research questions
• 4.3 Subjects
• 4.4 Instruments
• 4.5 Pilot study
• 4.5.1 Introduction
• 4.5.2 Subjects
• 4.5.3 Instruments
• 4.5.4 Procedure
• 4.5.5 Data analysis
• 4.5.6 Results
• 4.5.6.1 Structure of the EFLWTAS
• 4.5.6.2 Structure of the EFLWAS
• 4.5.6.3 Structure of the EFLWSS
• 4.5.7 Summary
• 4.6 Procedure for data collection
• 4.7 Data analysis
• 4.7.1 Composition rating procedure
• 4.7.2 Statistical analysis with SPSS
• 4.8 Chapter summary
• CHAPTER 5 Research Design for the Qualitative Part of the Study
• 5.1 Introduction
• 5.2 Research Questions
• 5.3 Subjects
• 5.4 Instruments
• 5.5 Procedure for data collection
• 5.5.1 Employing the think-aloud protocol
• 5.5.2 Training of the subjects
• 5.5.3 Conducting the writing session
• 5.5.4 Collecting written products
• 5.6 Data analysis
• 5.6.1 Transcribing the taped materials
• 5.6.2 Developing a coding scheme
• 5.6.3 Segmenting the transcribed protocols
• 5.6.4 Coding the segmented protocols
• 5.7 Chapter summary
• PART Ⅳ RESULTS AND DISCUSSION
• CHAPTER 6 Results and Discussion of the Quantitative Research
• 6.1 Introduction
• 6.2 Results
• 6.2.1 The relationship between tolerance of ambiguity and anxiety in EFL writing
• 6.2.2 The relationship between tolerance of ambiguity and strategies in EFL writing
• 6.2.2.1 EFL writing tolerance of ambiguity and categories of EFL writing strategies
• 6.2.2.2 EFL writing tolerance of ambiguity and subcategories of EFL writing strategies
• 6.2.3 The interrelationships between tolerance of ambiguity, anxiety,and writing strategies in EFL writing
• 6.2.4 The effects of tolerance of ambiguity, anxiety, and writing strategies on EFL writing performance
• 6.3 Discussion
• 6.4 Chapter summary
• CHAPTER 7 Results and Discussion of the Qualitative Research
• 7.1 Introduction
• 7.2 Results
• 7.2.1 The low EFL writing tolerance of ambiguity group
• 7.2.1.1 Subject 1’s EFL writing strategies
• 7.2.1.2 Subject 2’s EFL writing strategies
• 7.2.2 The high EFL writing tolerance of ambiguity group
• 7.2.2.1 Subject 3’s EFL writing strategies
• 7.2.2.2 Subject 4’s EFL writing strategies
• 7.2.3 Comparing the adoption of EFL writing strategies between the low and high EFL writing tolerance of ambiguity groups
• 7.2.4 The four subjects’scores of compositions
• 7.3 Discussion
• 7.4 Chapter summary
• PART Ⅴ CONCLUSION
• CHAPTER 8 General Discussion and Conclusions
• 8.1 Introduction
• 8.2 Major findings and general discussion
• 8.2.1 Tolerance of ambiguity and anxiety in EFL writing
• 8.2.2 Tolerance of ambiguity and strategies in EFL writing
• 8.2.3 The interrelationships between tolerance of ambiguity, anxiety, and writing strategies in EFL writing
• 8.2.4 The effects of tolerance of ambiguity, anxiety, and writing strategies on EFL writing performance
• 8.3 Limitations of the study
• 8.4 Implications
• 8.4.1 Theoretical implications
• 8.4.2 Practical implications
• 8.5 Suggestions for future research
• REFERENCES
• APPENDICES
• Appendix 1 EFL Writing Tolerance of Ambiguity Scale （EFLWTAS）
• Appendix 2 EFL Writing Anxiety Scale （EFLWAS）
• Appendix 3 EFL Writing Strategy Scale （EFLWSS）
• Appendix 4 Test of Written English （TWE） Scoring Guidelines
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