文献类型：期刊文献

中文题名：“多轮续写”对写作焦虑和写作成绩的影响

英文题名：The Effect of Iterative Continuation on Writing Anxiety and Achievement in Writing

作者：张朦[1]

机构：[1]广东海洋大学外国语学院,广东湛江524000

年份：2021

卷号：43

期号：3

起止页码：256

中文期刊名：上海理工大学学报（社会科学版）

外文期刊名：Journal of University of Shanghai for Science and Technology：Social Sciences Edition

收录：国家哲学社会科学学术期刊数据库

基金：云南大学旅游文化学院校级项目(2019XY09);云南省教育厅大学外语教学改革项目(SJJG201901)。

语种：中文

中文关键词：多轮续写;写作焦虑;语言能力;互动关系

外文关键词：iterative continuation;writing anxiety;language ability;interaction

中文摘要：多轮续写认为语言可以“续”促学,多次续作达到的互动强度可有效提升语言习得效果。结合“二语写作焦虑量表”探索写作焦虑与写作成绩的互动关系,发现:1)学习者多轮续写焦虑水平与成绩前后差异显著,且写作焦虑的略微提升有利于语言习得;2)语言水平与写作焦虑呈负相关,语言水平高的学习者更能适应多轮续写教学模式,续写过程中的语言输出有助于调节写作焦虑,最终提升语言水平与语言能力。

外文摘要：Iterative continuation in language learning can produce the interaction intensity which can effectively enhance the effect of language acquisition.This study combined the Second Language Writing Self-Efficacy Scale to explore the interaction between writing anxiety and achievement in writing.It found that:1)iterative continuation brings about a significant difference in the level of learners’writing anxiety and writing achievement after,and a slight increase in writing anxiety contributes to language acquisition;2)a negative correlation occurs between language proficiency and writing anxiety.Learners with high language proficiency are able to better adapt to the teaching mode of continuous writing.The language output in the process of the continuation task is helpful to regulate students’writing anxiety and ultimately improve their language proficiency and language competence.