读后续写对英语专业学生写作焦虑和写作能力的影响研究  

Effects of continuation tasks on English major’s writing anxiety and writing ability

作　　者：张琳 秦婷[1] Zhang Lin;Qin Ting

机构地区：[1]西北政法大学外国语学院,陕西西安710061

出　　处：《外语教学》2020年第6期72-76,共5页Foreign Language Education

基　　金：陕西省哲学社会科学规划项目“动态系统视阈下的‘续论’应用研究”(项目编号:2018M04)的阶段性研究成果。

摘　　要：本文基于英语写作教学实践考察了读后续写对英语专业学生写作焦虑及写作能力的影响。64名英语专业学生参加实验,相关的测试、问卷和反思性日志实验数据表明,读后续写有助于降低学习者的写作焦虑,尤其能降低学习者的回避行为和构思焦虑,有利于培养学习者对英语写作的积极情感。此外,读后续写能促进学习者写作能力的提高,对学习者内化语言知识、理顺思路、发挥想象力创造写作内容有积极的促进作用。Based on the teaching practice of English writing,the paper explores the effects of the continuation task on EFL learners’writing anxiety and writing ability.64 English majors participate in the study and the data gathered from writing tests,questionnaires and reflective diaries show that continuation tasks can help to reduce EFL learners’writing anxiety,especially avoidance behaviors and anxiety of writing planning,thus to cultivate learner’s positive emotions on SL writing.What’s more,the data also indicates the significant effects continuation tasks have on the improvement of EFL learners’writing ability by helping learners to understand and internalize language,organize their thoughts,and write creatively via imitating the given text.

关 键 词：读后续写 英语专业学生 写作焦虑 写作能力 

分 类 号：H319[语言文字—英语]