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(2006) investigate therelationship between self-efficacy in English writing and English writing achievementson non-English major students, finding that self-efficacy is positively correlated withEnglish writing achievements. Kang Youjin & Ren Xiaojuan (2009) point out thatself-efBcacy is an effective way to increase students' confidence in English writing andadvance the innovation of English teaching. For Liu Yang & Liu Feng (2007), it ispractical to teach college English writing in terms of self-efficacy theory. They alsoacknowledge that teachers can effectively offer feedback for students' writings bymeans of referring to self-efficacy theory. Zhang Mingfang (2008b) claims thatself-efficacy theory is instructive for improving Chinese senior high school students'English writing achievements. Teachers can promote students' English writingachievements by means of developing students' self-efficacy. These researches showthat students’ confidence in English writing has a great effect on their English writing.Though there are many studies of the relationship between self-efficacy and Englishwriting achievements, the study of the relation between Chinese senior high schoolstudents' self-efficacy and their English writing achievements is rare.Besides，in reality, teachers pay much attention to instructing students with theknowledge of vocabulary, sentence patterns and grammar, but seldom pay attention tostudents' psychological states during the process of writing. Thus, it is necessary toconcentrate on students' self-efficacy to improve their English writing achievements.The present study will focus on the relation between self-efficacy and English writingachievements of Chinese senior high school students to find out effective ways toimprove students' English writing achievements.In addition, though there are some researches on the relationship betweenself-efficacy and English writing achievements of Chinese senior high school students,their research methods are usually questionnaire survey and sometimes interview inaddition. However, the present study will adopt the process approach of English writingteaching as an intervention to explore whether it can increase students' self-efficacy andfurther improve students' English writing achievements. This method is rare at presentin China.

　　
　　1.2 Research purpose and significance研究的目的和意义
　　研究目的在于在以下方面：根据班杜拉的自我效能理论，本文旨在探索中国高中学生的自我效能感和英语写作成就槽的实证研究之间的关系The research purpose lies in the following: Based on Bandura's self-efficacy theory,this thesis aims at exploring the relationship between Chinese senior high schoolstudents' self-efficacy and English writing achievements trough the empirical study.The significance of this thesis lies in the following two aspects. First, it istheoretical significance. Since 1970s, many people have been attracted by the secondlanguage acquisition. It is known that many linguists and researchers have paid muchattention to learner's variables, from the emphasis on external factors of foreignlanguage teaching and learning to the internal factors. Consequently, people's majorfocus in linguistic study is the study of affective elements. Affective elements, includinganxiety, self-esteem, motivation, inhibition, risk-taking，and personality characteristics,self-efficacy etc., all of which exert great effect and have close link with languageinstruction and learning. Stem (1983) points out affective factors have played moreimportant rol本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。