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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-03-18编辑:lgg点击率:5438
论文字数:38610论文编号:org201309011544394716语种:英语 English地区:中国价格:$ 66
摘要:The author intends to explore the general state of writing anxiety of Chinese EFLstudents and the relationship of writing anxiety with writing achievements. To be specific,the difference in writing achievements between different anxiety groups is compared.Further efforts are made to reveal the effects of writing anxiety on concrete factors ofwriting—content,organization, vocabulary, grammar and mechanics as measured byanalytic scoring.
Conclusion
Although some useful results are yielded in the thesis,certain limitations of the studydeserve our attention.
Firstly, the participants in the study are confined to 92 sophomores of non-Englishmajors at Shandong University,which are small in size and not representative enough, sothe findings should not be generalized to other people with different backgrounds withoutdue caution. It is suggested that the scope of the samples should be expanded to students inother grades,from other majors (such as English major) and at different schools.
Secondly, the study focuses on the impact of writing anxiety on writing outcomes atthe output stage and does not probe into the writing process of students. Since the effects ofanxiety can be pervasive and subtle during three stages, writing anxiety and writingperformance during the input and processing stage need to be further analyzed by means ofthink-aloud protocol.
Thirdly, holistic scoring and analytic scoring are applied in the study to measurewriting achievements of participants, leaving out objective scoring. Consequently, what arerevealed in the thesis are the effects of writing anxiety on writing achievements as a wholeand down to components of content, organization, vocabulary, grammar and mechanics. Itis recommended to take objective scoring into consideration in future study and examinewhether writing anxiety exerts an influence on the fluency, complexity and accuracy ofstudents' writing.
Fourthly, due to the limitation in time, the present study is a static cross-sectional oneand does not reflect the dynamic changes of writing anxiety over time. However, anxietymay vary with changing experience and language proficiency. Therefore,it is useful toconduct a longitudinal study in the future in order to understand the development ofwriting anxiety and the effects of anxiety-reducing strategy training.
Finally,as a major method in the study,correlation analysis has not solved the longpuzzling problem of causal relationship between anxiety and achievements. It is alsopossible that other factors contribute to the negative relationship between writing anxietyand writing achievements. Attempts should be made to tackle this problem in the fiiture.
References
1Alpert, R., & Haber, R. N. (1960). Anxiety www.51lunwen.org/dxyylwfd/ of academic situations. Journal of AbnormalPsychology, 207-215.
2Arnold, J. (2000). Affect in Language Learning. Beijing: Foreign Language Teaching andResearch Press.
3Atay,D.,& Kurt,G. (2006). Prospective teachers and L2 writing anxiety. Asian EFLJournal 5(4), 100-118.
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