课堂任务型“写长法”对初中生英语写作焦虑和英语写作成绩的影响研究-课程与教学论专业论文.docx

硕士学位论文 M. D. Thesis A Study on the Effect of the Task-based Length Approach on English Writing Anxiety and English Writing Achievement of Junior High School Students 课堂任务型 “写长法”对初中生 英语写作焦虑和英语写作成绩的影响研究 Qiu Hong 邱 宏 Contents 独创性声明 i Abstract ii 摘 要 iv List of Abbreviations v List of Figures vi List of Tables vii Chapter 1 Introduction 1 The Background of the Study 1 The Significance of the Study 2 Chapter 2 Literature Review 4 Studies on the Length Approach 4 Proposal of the Length Approach 4 Essentials of the Length Approach 4 The Task-based Length Approach 5 Studies on L2 Writing Anxiety 7 Studies on L2 Writing Anxiety Abroad 7 Studies on English Writing Anxiety at Home 10 The Effect of the Length Approach on English Writing Anxiety and English Writing Achievement 11 Chapter 3 Theoretical Framework 13 Swain’s Output Hypothesis 13 Theories about Affective factors in Language Learning Process 14 Tobias’s Three-stage Model 14 Rogers’s Humanistic Learning Theory 16 Motivation Theories Relating to the Task-based Length Approach 17 Self-efficacy Theory 17 Maslow’s Hierarchy of Needs 19 Chapter 4 Research Design 21 Research Questions 21 Research Subjects 21 Research Instruments 22 Research Procedure 22 The Implementation of the Task-based Length Approach 24 Chapter 5: Results and Discussions 30 Results and Discussions from the English Writing Anxiety Scale 30 Results and Discussions of Teaching-oriented Anxiety 30 Results and Discussions of Conception Anxiety 33 Results and Discussions of Avoidance Behavior 34 Results and Discussions of Confidence Anxiety 36 Results and Discussions From the English Writing Tests 38 Results and Discussions from the Interview 42 Chapter 6 Conclusions 48 Major Findings 48 Pedagogical Implications 49 Limitations of the Present Study 49 Bibliography viii Appendix 1 xiii Appendix 2 xiv Appendix 3 xv Appendix 4 xvi Appendix 5