文献导读 | 过程写作法对学生的成功与焦虑的作用
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征稿：二语写作
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本期导读：刘文静老师
本期：
简介 Brief Introduction
The process writing approach treats writing not as a completed product but as a process. Writing studies are carried out as a part of the process before the written text is completed. This approach focuses on the student in writing lessons, and the teacher only acts as a guide. The process writing approach involves activities occurring during the production of a written text. This study investigated the effect of the process writing approach on writing success and anxiety. The participants in this study were first-year preschool teaching students; a pretest posttest control group quasi-experimental design was employed. Experimental procedures for the study lasted 10 weeks. Data regarding the dimension of written expression were obtained through evaluation of academic writings generated by students at the beginning and end of experimental procedures. Data associated with writing anxiety were collected through the Writing Apprehension Test. Analysis of covariance (ANCOVA) was used for statistical analysis of the data. As a result of the statistical analysis, the study found that the process writing approach had a significant effect on writing success and anxiety.
研究问题 Research Questions
1）What effects of process writing method on writing success and anxiety?
2）What differences can be obtained between product-writing and process writing from experiment？
研究方法 Research Methods
本文以实证法进行前测和后测来采取数据，观察过程写作法对学生的成功与焦虑的作用，就过程写作法与结果写作法的实际效果与对学生情绪的影响的对比。参与研究的是在Akdeniz Uni的大学教育学院学习学前教育的一年级学生的采用的写作方式:分实验组（采用过程写作法）与控制组（传统写作法）。
读后感 Comment
以前读书都是受传统写作法的影响因此一直喜欢背模板与优秀英语作文，后来读大学才明白写作原来真的是自我思想的发挥与升华，接触到了老师教授的过程写作法，也深刻明白了它的不同意义，是让学生学会思考学会合作的过程，对于最后的成果并不是唯一目的，而是在思考于优化的过程中学会自我反思与成长;足够多的时间与合作空间，教师适度的指导来优化学生的学习路径。虽然目前中国很多高校对于过程写作法的研究与应用并没有那么深入，但是相信在不断的优化与实践中该方法会慢慢发挥应有的效用。
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