英语论文网

摘要：本文是英语范文，英语写作是英语学习和教学一个重要方面。敢于英语写作方面的研究也非常之多，但是大都集中在英语写作方法与技能方面的研究，很少考虑学生心理因素。English writing is an important aspect in English learning and teaching, whichacts as a powerful demonstration of students’ language comprehensive ability. A lot of studies have been done in the English writing field, a majority of which only focuses onthe writing skills of English learners and teaching approaches of teachers, neglectingsome influential psychological factors in the actual English writing activity.

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5.4 Suggestions for Further Research ....60

Chapter 4 Results and Discussion

4.1 Results
This study is to explore the effect of self-efficacy on English majors’ writingproficiency through process-genre approach, so it is necessary to know the current levelof English majors’ self-efficacy in the two classes. The pre-questionnaire has been filledout by the 54 English majors in their own class within 15 minutes. The English majors’general level of self-efficacy is gained from the descriptive statistics of the wholesubjects’ pre-questionnaire. Table 4.1 describes the mean score, the minimum score, themaximum score and standard deviation of English majors’ writing self-efficacy. In order to obtain detailed information of English majors’ writing self-efficacy,the self-efficacy questionnaire is divided into two sections, corresponding to the twoindispensable parts of writing self-efficacy- writing skill self-efficacy and writing taskself-efficacy. Section 1 with 10 items explored the perceived self-efficacy on Englishwriting skills, and section 2 with 10 items presented self-efficacy beliefs on performingspecific writing tasks.

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Conclusion

Based on the mean score of the pre-questionnaire of writing self-efficacy, the 54English majors’ level of self-efficacy is relatively low. And from the data of students’scores in the writing proficiency pre-test, their writing proficiency can’t meet therequirement for English majors. So it is urgent to find effective solution to improveEnglish majors’ writing proficiency.For the focus of the present study, it has been testified the influential role ofself-efficacy in their writing proficiency by process-genre approach. The 54 subjects arefrom two classes, the control class and the experimental class. For the control class,they have made the limited progress in their level of self-efficacy and their writingproficiency through the product teaching approach. On the contrary, students in theexperimental class have made greater achievement both for their writing self-efficacyand their writing proficiency. And by the analysis of the data from the IndependentT-test between the scores in the control class and those in the experimental class, thereexists a significant difference on the scores achieved by the two classes. So it isapparent that genre-process teaching approach is more effective for the cultivation ofstudents’ self-efficacy, which is an influential promoter of their writing proficiency.
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