论文部分内容阅读
本研究采用Yuh-Show Cheng 2004年编制的第二语言写作焦虑调查问卷,调研本市314名高职学生英语写作焦虑状况,通过使用SPSS18.0统计软件,对相关调研数据进行统计分析发现,高职学生英语写作焦虑呈中度焦虑程度;写作焦虑中的生理焦虑、自负行为、评价焦虑三因子的高低焦虑分组与写作成绩存在显著性并呈负相关,但是,写作焦虑中的规避行为和状态焦虑两因子的高低焦虑分组与写作成绩没有显著差异;写作焦虑与写作能力自我评价、写作态度自我评价呈负相关;高职学生在写作中普遍存在语言困难和紧张情绪,并与写作焦虑呈正相关。鉴于此,在日常高职英语写作教学中,英语教师应该采取有效对策,降低高职学生写作焦虑心理,提高英语写作水平。
This study uses the anxiety questionnaire of the second language written by Yuh-Show Cheng in 2004 to investigate the anxiety status of English writing of 314 vocational students in this city. By using SPSS18.0 statistical software, statistical analysis of relevant research data shows that high There was a significant and negative correlation between anxiety and anxiety in writing anxiety, writing anxiety, self-concealment anxiety, and anxiety in writing anxiety. However, there was a negative correlation between writing anxiety and anxiety in writing anxiety There was no significant difference between high and low anxiety group of anxiety and writing performance; writing anxiety was negatively correlated with self-evaluation of writing ability and self-evaluation of writing attitude; higher vocational students had common language difficulties and nervous emotions in writing, which were positively correlated with writing anxiety . In view of this, English teachers should take effective countermeasures in daily English writing teaching to reduce anxiety of writing students in vocational colleges and improve their English writing skills.