二语写作焦虑对写作过程影响的实证研究  

An Empirical Study of the Influence of L2 Writing Apprehension on L2 Writing Process

作　　者：周保国[1] 唐军俊[1] 

机构地区：[1]武汉大学外国语言文学学院,湖北武汉430072

出　　处：《外语教学》2010年第1期64-68,共5页Foreign Language Education

基　　金：教育部人文社科项目"中国学生英语写作可控因素研究"(项目批准号:01JA740033)资助

摘　　要：本研究采用有声思维和回访的方法,记录了15名高焦虑和15名低焦虑二语写作者看图作文的动态思维过程,并对受试的作文长度、作文成绩以及有声思维过程中的母语使用情况进行了考察。数据分析显示,二语写作焦虑与二语写作成绩呈负相关,与有声思维过程中的母语使用量呈正相关。研究结果在一定程度上揭示了焦虑这种情感因素对中国学生二语写作的影响,以及这种影响与学生完成写作任务过程中母语干预之间的关系。The present study has recorded the dynamic thinking processes of composition with pictures as prompt by 15 high and 15 low L2 writing apprehension students using the thinking-aloud protocol and the interview. The average length and score of the compositions and the interference of the mother tongue on the subjects have been examined. Data analysis shows that L2 writing apprehension was negatively correlated with the composition scores but positively correlated with L1 interference as coded in the thinking-aloud process. Findings of the study to some extent reveal how L2 writing apprehension influences L2 writing and what role the mother tongue plays in the writing process.

关 键 词：二语写作焦虑 有声思维 母语影响 

分 类 号：H319[语言文字—英语]