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1、河南科技大学 硕士学位论文 关于场认知风格、写作策略与英语专业学生二语写作水平的研 究 姓名：杨永青 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：郑书云 20080601 摘 要 I 论文题目：关于场认知风格、写作策略与英语专业学生二语写作水平论文题目：关于场认知风格、写作策略与英语专业学生二语写作水平 的研究 _ 的研究 _ 专 业： 外国语言学及应用语言学 专 业： 外国语言学及应用语言学 研 究 生： 杨永青 研 究 生： 杨永青 指导教师： 郑书云 指导教师： 郑书云 摘 要摘 要 本研究建立在 Witkin 等对场认知风格的描述基础之上，选取河南科技大学 英语专业 0
2、5 级 90 多名学生为受试对象，对场认知风格、写作策略与英语写作水 平之间的关系进行实证性研究。 本研究的主要目的是通过在英语作为外语环境的情况下，对场认知风格、写 作策略与英语写作水平之间关系进行实证性研究，探讨场认知风格、写作策略和 英语写作水平三者之间的关系，从而对场认知风格和写作策略如何影响英语写作 水平有一个更深刻的认识，以便引起在写作实践中对认知风格和写作策略的重 视。 本研究主要由四部分组成：首先，对场认知风格、写作策略的相关研究进行 文献回顾，总结和发现以往研究中存在的不足，从而提出本研究的研究内容。其 次，借鉴 Ellis 的关于学习者差异、学习策略与学习效果之间关系的学习
3、过程与 机制的框架和学习模式，确定了关于场认知风格、写作策略与写作水平的写作模 式，从而确定研究的变量和统计手段。然后，确定研究对象和测试工具，进行实 验数据的收集和整理。最后，处理数据和讨论分析，借助社会科学统计软件包 SPSS（11.5 版本）对原始数据分别进行了写作成绩等的正态分布分析、相关分 析、单因素方差分析、双因素方差分析和线性回归分析。本课题主要研究下列问 题： 1. 场认知水平与写作水平是否相关？哪种场认知风格对写作水平的影响程 度最大？ 2. 哪种场认知风格影响写作策略程度大？ 3. 写作策略水平与写作水平是否相关？写作策略在写作水平方面是否有组 间差异？ 4. 场认知风格与
4、写作策略同时影响写作水平时，它们的作用程度和方式分 别是怎样的？ 通过对以上问题的研究，本文得出以下结论： Masters Dissertation of Henan University of Science and Technology II 场认知水平与写作水平不相关；经过单因素方差分析，从写作水平角度看， 场认知风格类型存在组间差异：场过渡型的高于场独立型的写作水平，场独立型 的高于场依存型的；同时从写作策略水平看，这三种认知风格也存在组间差异。 写作策略水平与写作水平相关，并且从写作水平角度看，写作策略也存在组间差 异。当场认知风格与写作策略同时作用于写作水平时，认知风格是原动力，但
5、其 作用方式是间接的，它必须通过写作策略作用于写作水平；写作策略是连接认知 风格与写作水平的桥梁与工具，其作用方式是直接的。 最后，指明本研究的不足，提出建议。作者希望更多一线教师与教学研究者 能做进一步的实验，以便为未来的英语教学提供更有效的方法。 关 键 词：关 键 词：场认知风格，写作策略，写作水平 论文类型： 论文类型：应用研究 Abstract III Subject: A Study on the Relationship between Field Cognitive Styles, Writing Strategies and ESL Writing Proficiency o
6、f English Majors Specialty: Foreign Linguistics and Applied Linguistics Name: Yang Yongqing Supervisor: Zheng Shuyun Abstract The dissertation of the study on the relationship between field cognitive style and ESL writing proficiency of English majors is based on the description of field cognitive s
7、tyle by Witkin et al More than 90 sophomores from the School of Foreign Languages in Henan University of Science two questionnaires, one, GEFT used to measure the field cognitive style and the other used to measure the writing strategy, are adopted; SPSS is used to analyze the data. The main purpose
8、 of the dissertation is to discuss how the field cognitive style and the writing strategy influence writing proficiency simultaneously, which will play an important role in writing teaching process. The dissertation is composed of four main parts. The first part is concerned with the literature revi
9、ew on the study on the field cognitive styles and the writing strategy, among which there are fewer studies on the field mobility, one of the field cognitive styles. And also there are fewer studies on the relationship between the field cognitive style, the writing strategy and writing proficiency.
10、And the second part is concerned with the adopted rationale and the theoretical framework. In this part, by referring to the framework of learning process and mechanism and the learning mode, the writing mode, which is concerned with the relationship between the field cognitive styles, the writing s
11、trategy and writing proficiency, is formed. So accordingly, the variables and the methods are chosen objectively and reasonably. After that, two questionnaires are finished, and the data are collected. At last, it is concerned with analyzing the data. In this part, with the help of SPSS, the researc
12、h questions will be dealt with in terms of the normal distribution of the writing score, One-Way ANOVA, Two-Way ANOVA and the linear regression analysis. There are four questions in this dissertation: (1) Is there the correlation between the field cognition and writing proficiency? Which one of the
13、three field cognitive styles of Masters Dissertation of Henan University of Science and Technology IV field independence, field mobility and field dependence influences writing proficiency much more? (2) Which one of the three field cognitive styles of field independence, field mobility and field de
14、pendence influences writing strategy much more? (3) Is there the correlation between the levels of writing strategy and the level of writing proficiency? Is there difference between different groups based on the writing strategy in terms of writing proficiency? (4) How do both field cognition and wr
15、iting strategy influence writing proficiency? After the data are dealt with, the conclusion is that there is no correlation between the cognitive level and the writing score, but based on the analysis of One-Way ANOVA, there is difference between three groups of the cognitive styles in terms of the writing proficiency, and the score of the FM group is higher than that of FI group and the score of the FI group is higher than that of FD group. And based on the analysis of One-Way ANOVA, there is difference between three groups of the cognitive styles in terms of the writing strategy.
