發(fā)布時(shí)間：2025-01-05 21:11

　　英語(yǔ)寫作是英語(yǔ)學(xué)習(xí)過(guò)程中的一項(xiàng)重要技能,它反映了學(xué)生運(yùn)用英語(yǔ)處理和組織信息以表達(dá)自己思維的書面能力。普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017版)提出,學(xué)習(xí)和掌握一定的語(yǔ)用知識(shí)有利于提升學(xué)生有效運(yùn)用英語(yǔ)的能力和靈活應(yīng)變的能力。其次,英語(yǔ)寫作的高考命題方式也更加多樣化,分值有所加大。然而,寫作一直以來(lái)被認(rèn)為是一項(xiàng)復(fù)雜的任務(wù)。對(duì)學(xué)生來(lái)說(shuō),寫作是一個(gè)具有挑戰(zhàn)性的任務(wù),要求學(xué)生有較高的綜合運(yùn)用語(yǔ)言的能力。如何通過(guò)有效的策略調(diào)動(dòng)學(xué)生寫作積極性,提高學(xué)生寫作能力和成績(jī),成為一個(gè)學(xué)界關(guān)注的重要問(wèn)題。寫作自我調(diào)節(jié)策略能夠幫學(xué)生有效的運(yùn)用相應(yīng)技巧完成寫作,而寫作動(dòng)機(jī)調(diào)控策略是有效調(diào)動(dòng)學(xué)生寫作積極性和堅(jiān)韌性的策略。在Manchón等人(2007年)在研究中,發(fā)現(xiàn)成功的寫作不僅需要學(xué)生的認(rèn)知和元認(rèn)知技能的參與,而且要求學(xué)生在使用各種策略時(shí)能有效調(diào)節(jié)動(dòng)機(jī),以增強(qiáng)他們完成寫作的努力和毅力。由此可見(jiàn),成功的英語(yǔ)寫作者離不開(kāi)寫作動(dòng)機(jī)調(diào)控策略以及寫作自我調(diào)節(jié)策略的調(diào)控。因此,本研究旨在探討高中生英語(yǔ)寫作動(dòng)機(jī)調(diào)節(jié)策略,寫作自我調(diào)節(jié)策略的使用現(xiàn)狀,以及它們與寫作成績(jī)的關(guān)系。本研究擬回答以下三個(gè)研究問(wèn)題:(1)高中生英語(yǔ)寫作動(dòng)機(jī)調(diào)控策略...

【文章頁(yè)數(shù)】：102 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Overall Structure of the Thesis
Chapter Ⅱ Literature Review
    2.1 Definition of key Terms
        2.1.1 Definitions of Motivational Regulation Strategies
        2.1.2 Definition of Self-regulated Learning Strategies
    2.2 Classification of Motivational Regulation Strategies and Self-regulated Learning Strategies
        2.2.1 Classification of Motivational Regulation Strategies
        2.2.2 Classification of Self-regulated Learning Strategies
    2.3 The Related Studies Abroad and at Home
        2.3.1 The Related Studies of Motivational Regulation Strategies and Writing Performance
        2.3.2 The Related Studies of Self-regulated Learning Strategies and Writing Performance
        2.3.3 The Related Study of Motivational Regulation Strategies,Self-regulated Learning Strategies and Writing Performance
    2.4 Theoretical Foundation
        2.4.1 Motivation Theory
        2.4.2 Self-regulated Learning Theory
        2.4.3 Writing Strategy Theory
Chapter Ⅲ Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Writing Test
        3.3.3 Semi-interview
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Ⅳ Results and Discussion
    4.1 The Analysis of Current Situation of Use of MRS and SRL Strategies of Writing among Senior High School Students
        4.1.1 Current Situation of MRS of Writing
        4.1.2 Current Situation of SRL Strategies of Writing
    4.2 Difference of Writing Strategies of MRS and SRL Strategies of Writing between Different Genders,Subjects and Proficiency Levels
        4.2.1 Differences of Writing Strategies of MRS between Different Genders,Subjects and Proficiency Level
        4.2.2 Differences of SRL Strategies of Writing between Different Genders,Subjects and Proficiency Level
    4.3 Correlation among MRS,SRL Strategies of Writing and Writing Performance
    4.4 The Regression Analysis of MRS,SRL Strategies of Writing and Writing Performance
        4.4.1 The Regression Analysis of MRS and Writing Performance
        4.4.2 The Regression Analysis of SRL strategies of Writing and Writing Performance
    4.5 Analysis of SEM and Mediation Effect Models
    4.6 Results of Interview
        4.6.1 The Interview Result about Motivational Regulation Strategies
        4.6.2 The Interview Result about Self-regulated Learning Strategies
Chapter Ⅴ Conclusions
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Implications on Theory
        5.2.2 Implications on Teaching English Writing
    5.3 Limitations for Current Study and Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgements



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