论文题目：显性写作教学法对高中生英语写作自我效能感和写作成绩的影响研究
摘要：英语写作作为一种输出技能,可以衡量学生的综合语言运用能力。然而,很多学生的英语写作自我效能感不高,对英语写作有畏难情绪。显性写作教学法,即明确地教授写作知识和策略,已被证明是一种是有利于提高学生的写作自我效能感的写作教学法。基于此,本研究尝试探索显性写作教学法对高中生的英语写作自我效能感和写作成绩的影响。本研究以Schunk和Zimmerman（1997）的写作社会认知理论作为基础,尝试回答两个问题:1.显性写作教学法对高中生的自我效能感有何影响?2.显性写作教学法对高中生的写作成绩有何影响?本研究选取广东省肇庆市某中学的100名高二学生作为研究对象,其中对照班和实验班各50名,开展为期8周的实验研究。作者采用Teng,Sun,Xu（2018）的二语写作者自我效能感调查表调查实验前后学生的写作自我效能感的状况。实验过程中,实验班采用显性写作教学法来进行英语写作教学,对照班则使用传统的以主题为基础的写作教学法。实验结束后,研究者结合定性分析（访谈）与定量分析的研究方法,利用SPSS 20软件对实验结果进行统计分析并对研究问题进行讨论。研究发现,（1）显性写作教学法对提高高中生的英语写作自我效能感是有效的,而且对语言自我效能感和表现自我效能感的效果显著;（2）显性写作教学法对提高学生的写作成绩是有效的。本研究结果表明,显性写作教学法作为一种写作教学方法,它不仅有助于提高学生的写作效能感,而且能提高高中生的写作能力。因此,在进行写作训练时,教师应该合理应用显性写作教学法。
关键词：显性写作教学法;英语写作自我效能感;英语写作成绩;影响;高中生
学科专业：学科教学（英语）（专业学位）
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Study
1.3 Purposes of the Study
1.4 Theoretical Foundation
1.5 Structure of the Thesis
Chapter Two Literature Review
2.1 Previous Studies on Explicit Writing Instruction
2.1.1 The Definition of Explicit Writing Instruction
2.1.2 The Related Studies on Explicit Instruction
2.1.3 Effects of Explicit Writing Instruction on Students’Writing Performance
2.1.4 Effects of Explicit Writing Instruction on Different Genres of Writing
2.2 Previous Studies on Writing Self-efficacy
2.2.1 The Definition of Writing Self-efficacy
2.2.2 Relationship Between Writing Self-efficacy and Writing Strategies
2.2.3 Relationship Between Writing Self-efficacy and Writing Performance
2.2.4 The Measurements of Writing Self-efficacy
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Pre-test and Post-test
3.3.3 Pre-interview and Post-interview
3.3.4 Observation in the Experimental Class and the Control Class
3.3.5 The Scoring Criteria
3.4 Procedures
3.4.1 Procedures before the Intervention
3.4.2 Procedures during the Intervention
3.4.3 Procedures after the Intervention
3.5 Data Collection and Analyses
Chapter Four Results
4.1 Influences of Explicit Writing Instruction on Students’Writing Self-efficacy
4.1.1 Results of Pre-questionnaire
4.1.2 Results of Post-questionnaire
4.1.3 Writing Self-efficacy before and after the Experiment in EC and CC
4.1.4 Three Dimensions of Writing Self-efficacy in EC and CC
4.2 Influences of Explicit Writing Instruction on Students’Writing Performance
4.2.1 Results of Pre-test
4.2.2 Results of Post-test
4.3 Results of Interviews before and after the Experiment
4.3.1 Results of Pre-interview
4.3.2 Results of Post-interview
Chapter Five Discussion
5.1 Impacts of Explicit Writing Instruction on Writing Self-efficacy
5.2 Impacts of Explicit Writing Instruction on Writing Performance
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations
6.4 Suggestions for Further Studies
References
Appendices
Acknowledgements
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