论以“合作学习方法”克服高中生英语写作焦虑的途径

摘要

本文主要关注英语写作焦虑测量和新的写作教学策略以期帮助缓解高中生的英语写作焦虑。基于相关主题的研究，笔者尝试将“合作学习“的方法应用到写作教学实践中来检验基于写作焦虑测量的英语合作写作模式是否真的能有效缓解高中生英语写作的焦虑。
　　在提出相关的教学策略之前，作者首先对二外写作焦虑进行深入的研究。本文阐述了英语写作焦虑的起源及引起高中生英语写作焦虑的一些原因:如英语能力的限制，不愉快的英语写作经历积累，缺乏写作实践，对英语写作课堂的安排不适应，缺乏信心等其他因素。基于现有文献提出的《二语写作焦虑量表》，本文设计了《高中英语写作焦虑指标测量表》，以及调查时学生应回答题项的表格。再根据焦虑指标的重要程度排序，提出了关键焦虑因素的概念及关键焦虑因素的确定方法，并给出了关键焦虑因素确定的具体流程。在焦虑因素一级指标（写作构思焦虑，写作过程焦虑，写作反馈焦虑，写作回避焦虑）中，写作构思焦虑和写作回避焦虑被确定为主要焦虑因素。
　　此外，本文还深入探讨了合作学习模式并提出了以减轻写作焦虑为目的的具体写作教学策略。文中提出的合作写作教学框架主要包括:合作写作任务，合作写作过程的组织，合作写作中的小组活动互动监测及合作写作活动的评价等。将写作焦虑指标与写作焦虑产生根源及因素进行映射，再基于写作焦虑产生的根源及因素构建了合作写作的教学策略。以MAI（主要焦虑指标）为基础，笔者将合作写作的模式应用到高中英语教学实践中，同时详细记录了具体的过程。笔者选取了一个班作为实验班级，通过构建一学期的合作写作课程来监测实验班级的学生是否有效地减轻了英语写作的焦虑，并对实施的具体效果进行了分析。

目录

声明

Acknowledgments

Abstract

摘要

Content

Introduction

1．The Measurement of English Writing Anxiety

2．Cooperative writing method

3．The questions researched and the researching way in this thesis

4．The structure of the paper

Chapter 1 Literature Review

1．1 The present research on the teaching of English writing

1．1．1 The Effect of L1 Transfer to English writing

1．1．2 The related research on strategies of high school English writing

1．1．3 The effect of corrective feedback to English writing

1．2 The present research on the anxiety of English writing

1．3 The present research on English cooperative learning

1．4 The present research at home and abroad

Chapter 2 The Measurement of High School Writing Anxiety and Analysis of MAI

2．1 The classification of emotion on high school English writing

2．2 The origin of English writing anxiety and analysis on the factors

2．3 The establishment of anxiety index of high school English writing

2．4 The analytic way of MAI(Main anxiety Index)

2．4．1 The measurement chart of writing anxiety

2．4．2 The statistic of MAI in English writing

2．4．3 The permutation of the first level anxiety level

2．4．4 The living examples of KAI(Key Anxiety Index)

Chapter 3 The Cooperative English Writing Based on Improvement of MAI

3．1 The way of dividing groups based on the improvement of Anxiety factors

3．1．1 The theory basis of dividing groups for cooperative writing in high school

3．1．2 The way of dividing groups for cooperative writing based on anxiety factors

3．2 The strategies of cooperative writing based on improvement of KAF

Chapter 4 The Conduction and Analysis of Cooperative Writing Cases

4．1 Two main writing process of cooperative writing

4．2 The conduction of the cooperative writing and cases

4．3 The discussion on the process of cooperative writing

4．3．1 The existing problems before the practice of cooperative writing

4．3．2 The existing problems in the earlier stage of cooperative writing

4．3．3 The effect of the cooperative writing and its problems

Conclusion and Prospects

1．Conclusion

2．The Main Innovations

3．Prospects

Works Cited

Appendix

作者发表的论文