A Study Of The Correlation Between Thinking Style,Writing Strategies And English Writing Achievements On Senior High School Students

Thinking style,a way of thinking,is an individual's preference for organization and experience in organizing and processing information.Students' different thinking styles make them have different interests,preferences and learning effects.With the promulgation of the 2017 English Curriculum Standard for Regular Senior High School,Writing is one of the five major skills that must be mastered when learning English.As a basic element of the core qualities of English subjects,it helps students to develop their thinking methods.The importance is self-evident.However,the current situation of middle school students' writing is not optimistic,and the level of students' writing needs to be improved.Related studies have found that thinking style is one of the individual differences that affects the academic performance of students,and the writing strategies are one of important elements of improving writing performance.Therefore,this study combines these two factors and explores their influence on writing performance.The author hopes this result will provide certain ideas and inspiration for teachers' writing teaching and students' writing creation.Based on the Cognitive Style Theory,Information Processing Theory and Process of Writing Theory,the author used the thinking style questionnaire and writing strategy questionnaire to survey 210 students in four parallel classes of one senior high school in Zhangzhou City.The results were combined with the student's English middle term writing scores to analyze.The data have been put into the spss to get results,which in order to solve the following questions: 1)What is the overall situation of senior high school students' thinking style? Are there any differences between the high-score groups and the low-score groups in the thinking style? 2)What is the overall situation of senior high school students' writing strategy? Are there any differences between the high-score groups and the low-score groups in students' writing strategies ? 3)Is there a correlation between students' thinking style,writing strategy and writing performances? If they do,what kind of correlations exist?The author's findings are as follows: 1)The high school students' scores on various thinking styles are on the middle-level.In the functional dimension,students are most inclined to the legislative style and judicial style.In the formal dimension,students are most inclined to the hierarchical style.In the horizontal dimension,students are more inclined to the global style.In the scope dimension,students tend to the external style.Students tend to the liberal style in the tendency dimension.There are significant differences in the legislative style(F=1.148,P<0.01),judicial style(F=0.095,P<0.01),external style(F=0.318,P<0.01),hierarchic style(F=0.014,p<0.05)and local style(F=0.128,p<0.05).2)The overall level of students' writing strategy use is above average.The social strategy in the post-writing(M=3.400)and compensation strategy in the middle stage(M=3.277)are used most frequently,but the emotional strategy in the post-write stage(M=2.562)is the lowest.Furthermore,there exists significant difference in the use of writing strategy for high-score groups and low-score groups students.3)There is a low correlation between thinking style and writing achievements of 0.322;a low correlation between thinking style and writing strategy of 0.320;but a high correlation of 0.703 between writing strategy and writing performances.The regression analysis shows that the writing strategy has strong predictability for writing performance,and the thinking style is weaker than it.In general,senior high students' thinking style has less influence on writing achievements and writing strategy.Writing strategy has a greater impact on writing performance.High-score group students prefer legislative,judicial and external style,and they adopt a higher awareness of writing strategies.In general,the use of post-writing emotional strategy for students is not very satisfactory.Therefore,teachers should fully understand the student's preferences of thinking style,paying attention to the matching of teaching style,which aims to improve the teaching effects.According to the characteristics of students' thinking style,students should selected their writing strategies that suitable for themselves.In the usual writing classes,teachers should cultivate students' writing strategy awareness and strengthen the training of writing strategies to improve students' writing performances.