摘要
本研究以294名非英语专业一年级大学生为研究对象,在生态性的外语写作教学情境下调查学生初入学时的外语写作焦虑与写作自我效能感现状以及不同写作水平在写作焦虑和写作自我效能感方面的差异,并检验两个变量对期末写作成绩预测效力。结果表明:1)初入学时学生总体写作自我效能感和写作任务效能感都较低;无论写作成绩高低,他们对于外语写作都存在比较高的回避行为和自信忧虑;(2)学生的外语写作焦虑与写作自我效能感以及期末写作成绩均呈显著负相关;外语写作自我效能感与期末写作成绩呈显著正相关;3)回归分析结果表明性别、专业、总体写作自我效能感是期末写作成绩的显著预测变量。
The present study probes into the EFL(English as a foreign language) writing anxiety and writing self-efficacy of 294first-year non-English majors and compares the differences in these two variables between students with higher and lower levels of writing proficiency in the real context,and further examines the predictive power of writing anxiety and writing self-efficacy on end-of-term grade of the writing course.The results indicate that : 1) at the beginning of their college English studies,the freshmen all had relatively low level of general writing self-efficacy as well as task self-efficacy;and they tended to avoid writing in English and had low confidence in their writing in spite of their writing proficiency;2) First-year college students' EFL writing anxiety at all levels were all significantly negatively correlated to their EFL writing self-efficacy as well as writing performance;and their EFL writing self-efficacy in general was significantly positively related to their writing performance;3) results by regression analysis revealed that gender,subject and general EFL writing self-efficacy were significant predictors of students' final grade of writing course.
出处
《外语研究》
CSSCI
北大核心
2013年第2期48-54,112,共7页
Foreign Languages Research
基金
"中央高校基本科研业务费专项资金资助"<大学英语语言能力指标体系研究>阶段性成果
项目编号:2012WZD06
关键词
大学外语写作
写作焦虑
写作自我效能感
写作成绩
college EFL writing
writing anxiety
writing self-efficacy
writing performance
