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在简要论述英语写作策略的发展状况、定义及分类的基础上,对国内部分大学的二年级非英语专业学习者的英语写作策略的运用情况进行了实证研究,了解不同英语写作水平的学生在写作策略使用上的差异,并且进一步探讨写作策略的运用对英语写作水平的影响。研究结果显示,我国学生总体上在英语写作过程中频繁地运用写作策略,其中最为常用的是元认知策略和补偿策略,最不常用的是情感策略;优秀语言学习者在英语写作时更加有效地运用元认知策略和记忆策略;学生英语写作策略的运用没有显著的性别差异,但是元认知策略与英语写作水平之间显著相关。最后,从英语学习者和英语教学者两个角度分别指出了该研究得出的启示。
On the basis of a brief discussion of the development, definition and classification of English writing strategies, this paper conducts an empirical study on the application of English writing strategies to second-year non-English majors in some universities in China. The differences in the use of strategies, and further explore the impact of the use of writing strategies on the level of English writing. The results show that Chinese students generally use writing strategies in the process of English writing. Meta-cognitive strategies and compensation strategies are the most common among them. The most common ones are emotional strategies. Outstanding language learners are more effective in writing English. Metacognitive strategies and memory strategies were applied. There was no significant gender difference in the use of student English writing strategies, but there was a significant correlation between metacognitive strategies and English writing proficiency. At last, the enlightenment of this research is pointed out respectively from the perspectives of English learners and English teachers.