内蒙古地区高校英语专业学生英语写作策略与写作认知过程的调查研究
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摘要
写作策略是写作者在写作认知过程中运用确定目标、审题、产生思想、组织思想、表达和检查等策略,提取、处理和传递信息的方法或步骤。国际写作研究主要集中在第二语言环境下,而外语环境下的二语写作的研究成果很少。国内关于认知过程与写作策略研究也较为少见。为了深入研究英语写作学习和应用策略与写作认知过程之间的关系,本人进行了此项调查研究。本研究以内蒙古地区三所高校的英语专业二年级学生为研究对象,有效被试168人。主要采用问卷法,对写作策略与写作认知过程之间的相关性和应用性问题,进行了一次较为全面的考察。经过对数据的分析,得出以下主要结论:1.典型相关分析表明,写作策略与写作认知过程之间存在中度相关。其中“组织思想策略”、“审题策略”、“检查策略”与写作策略(第一组典型变量)相关性较高;“确定目标”和“组织思想”两项与写作认知过程(第二组典型变量)相关性较高。这个结果与研究提出的假设“写作策略与写作认知过程之间具有较高的相关性”不符。2.相关分析表明,写作过程中各种策略的使用频率及其重要性存在差异。“确定目标策略”、“产生思想策略”、“组织思想策略”和“检查策略”都对确定目标、产生思想、组织思想、检查认知过程有较大相关性;“组织思想策略”“检查策略”“审题策略”“确定目标策略”都对“确定目标过程”有较大影响。这个结果验证了“在写作认知过程中,各种写作子策略在应用上存在差异”的假设。
3.方差分析及多重比较法从总体上说明,由于学生入学时英语水平不尽相同,教师在写作教学中对写作学习策略意识的培养和策略训练存在差异,三所学校的学生们在写作应用策略方面存在显著差异。内大学生在写作过程中运用写作应用策略明显高于师大、农大。尤其是“确定目标策略”(.033)和“检查策略”(.000)在p＜0.01水平上组间差异非常显著。其他几个策略诸如“写作学习策略”、“审题策略”、“产生思想策略”、“表达策略”等差异不太显著。这个结果也验证了“在写作认知过程中写作策略的使用上存在校际间差异”的假设。
English writing strategies are the methods or processes of extracting, processing or conveying information, for which goal-setting , topic-analyzing, idea-forming, idea-organizing, presenting and checking strategies are conducted in the cognitive process of writing. Studies of writing abroad mainly focus second languages, and scarcely on foreign languages. Fewer researches have been done on the relationship between writing strategies and the cognitive processes of writing at home. I conducted an investigation among 168 sophomores from 3 universities representing respectively the universities of different types in Inner Mongolia, to probe into the relationships between English writing strategies and sub-cognitive processes of writing .The analysis of correlation by SPSS(13.0) shows: (1) Writing Strategies and Cognitive Process of Writing have a moderate correlation on the whole, with a relatively strong correlation between the topic-analyzing, idea-organizing and checking strategies and writing strategies(Group One variables ),and an even stronger correlation between goal-setting ,idea-organizing strategies and writing process (Group Two variables),which does not support the hypothesis that writing strategies and cognitive processes of writing have a strong correlation. (2) The frequency of the use of writing strategies and their respective significance may vary in the process of writing. Goal-setting, idea-forming, idea-organizing ,and checking strategies have a strong correlation with the cognitive process of setting writing goals ,forming ideas, organizing ideas and checking. Goal-setting ,idea-forming ,idea-organizing ,and checking strategies have great influence on the process of setting goals .The result supports the hypothesis that in the process of writing the application of the sub-strategies varies.(3)Analysis of variance and comparison between weights show that in writing teaching teachers may use different ways to improve students' awareness of learning strategies of writing and the use of them; there are significant differences between the use of strategies by students from the three universities. Students in Inner Mongolia University are more frequently applying these strategies than the students in both Inner Mongolia Normal University and Inner Mongolia Agriculture University. There are significant differences between the application of goal-setting and checking strategies between groups (P<0.01).There are no significant differences in the application of other strategies such as learning strategies of writing, topic-analyzing, idea-forming, presenting strategies .This result supports the hypothesis that there is significant difference between universities in the use of writing strategies in the writing process.
3.方差分析及多重比较法从总体上说明,由于学生入学时英语水平不尽相同,教师在写作教学中对写作学习策略意识的培养和策略训练存在差异,三所学校的学生们在写作应用策略方面存在显著差异。内大学生在写作过程中运用写作应用策略明显高于师大、农大。尤其是“确定目标策略”(.033)和“检查策略”(.000)在p＜0.01水平上组间差异非常显著。其他几个策略诸如“写作学习策略”、“审题策略”、“产生思想策略”、“表达策略”等差异不太显著。这个结果也验证了“在写作认知过程中写作策略的使用上存在校际间差异”的假设。
English writing strategies are the methods or processes of extracting, processing or conveying information, for which goal-setting , topic-analyzing, idea-forming, idea-organizing, presenting and checking strategies are conducted in the cognitive process of writing. Studies of writing abroad mainly focus second languages, and scarcely on foreign languages. Fewer researches have been done on the relationship between writing strategies and the cognitive processes of writing at home. I conducted an investigation among 168 sophomores from 3 universities representing respectively the universities of different types in Inner Mongolia, to probe into the relationships between English writing strategies and sub-cognitive processes of writing .The analysis of correlation by SPSS(13.0) shows: (1) Writing Strategies and Cognitive Process of Writing have a moderate correlation on the whole, with a relatively strong correlation between the topic-analyzing, idea-organizing and checking strategies and writing strategies(Group One variables ),and an even stronger correlation between goal-setting ,idea-organizing strategies and writing process (Group Two variables),which does not support the hypothesis that writing strategies and cognitive processes of writing have a strong correlation. (2) The frequency of the use of writing strategies and their respective significance may vary in the process of writing. Goal-setting, idea-forming, idea-organizing ,and checking strategies have a strong correlation with the cognitive process of setting writing goals ,forming ideas, organizing ideas and checking. Goal-setting ,idea-forming ,idea-organizing ,and checking strategies have great influence on the process of setting goals .The result supports the hypothesis that in the process of writing the application of the sub-strategies varies.(3)Analysis of variance and comparison between weights show that in writing teaching teachers may use different ways to improve students' awareness of learning strategies of writing and the use of them; there are significant differences between the use of strategies by students from the three universities. Students in Inner Mongolia University are more frequently applying these strategies than the students in both Inner Mongolia Normal University and Inner Mongolia Agriculture University. There are significant differences between the application of goal-setting and checking strategies between groups (P<0.01).There are no significant differences in the application of other strategies such as learning strategies of writing, topic-analyzing, idea-forming, presenting strategies .This result supports the hypothesis that there is significant difference between universities in the use of writing strategies in the writing process.
引文
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