A Study On The Correlation Between Senior High School Students’ Risk-taking Attribute And The Text Features Of Their English Writings

The influence of learner’s individual differences on the Second Language/Foreign Language Acquisition has increasingly attracted researcher’s attention. The personal attribute is a hot topic in the research of individual differences, The output of language is the important part and final purpose of the Second Language/Foreign Language Acquisition (i.e., speaking and writing). And personal attribute has great effect on the output of language. Thus, this research, taking the risk-taking attribute as an example and the senior high school students as research object, will combine personal attribute and English writing performance with the purpose to analyze the correlation between the risk-taking and the text features of their English writings. The text features of English writing mainly include the key content points, the text structure (cohesion, coherence), and the language features (fluency, accuracy, complexity). This research aims to be helpful to English teaching, and make English teachers focus on learner’s individual differences. Meanwhile, teachers can teach students according to their abilities and promote their personal attribute development.This paper intends to adopt the adventurous personal attribute questionnaire to make a survey among students. The students are divided, according to the results of the questionnaire, into the high-risk group and the low-risk group. The two groups of students are reselected by SPSS19.0test, in order to specify the students with similar level of English proficiency to take part in the writing test. Then various measurement indexes of the text features will be collected and analyzed so as to find out the differences of the English writing text features between the high-risk students and low-risk ones and to explore the correlation between the risk-taking and the English writing text features.Conclusions are drawn as follows:1. There is no significant difference in terms of the key content points, the text structure and the language features of the English writing text features between the high-risk students and low-risk ones.2. The high-risk students have advantages over the low-risk ones in terms of the key content points and the language complexity, while the low-risk students are better than the high-risk students in terms of the cohesion and coherence (conjunctions) and the language fluency and accuracy.3. The positive correlation between the senior high school students’risk-taking attribute in language learning and the key content points and the language complexity of the text features of English writing is weak. The negative correlation between risk-taking attribute and the cohesion of the text structure (conjunctions) and the language fluency and accuracy is weak, too.