Survey On The Self-revision In English Writing Of Senior High School Students

With the development of curriculum reform,English teaching attaches greater importance to students' capacity to discover,analyze and solve problems on their own,and puts emphasis on the cultivation of micro-skills about writing,such as conceiving,outlining,and revising.English writing,as a complex and cyclical process activity,examines students' overall written communication ability and various writing micro-skills.Among them,the application of self-revision skill runs through the entire process of writing,and profoundly affects students' composition quality and writing skills.However,at present,the theoretical and practical researches conducted by Chinese scholars in this area are excessively broad and inadequate.Also,these researches always focus on exploring specific revising strategies,and the college students become the main source of research objects.Hence,exploring the current situation of self-revision in English writing of high school students in China is of great theoretical and practical significance.This study adopts the method of literature review,questionnaire,text analysis and interview to investigate the current situation of self-revision in English writing of high school students.Under this circumstance,some existing problems can be discovered and teachers can be assisted to guide students to cultivate their self-revision abilities.After defining the core concepts and combing relevant domestic and foreign literature,this study integrated the existing theoretical and practical results,and then constructed an analytical framework of self-revision in English writing.The framework is composed of three dimensions,which are affective factors,metacognitive knowledge and revising behavior concerning self-revision.Based on this,relevant research tools were designed,and a questionnaire survey was conducted on 110 students in a senior high school in Shanghai.Then,the students' original and revised manuscripts were analyzed and representative respondents were selected and interviewed.The research results show that in terms of the specific features of respective dimensions,high school students' affective factors concerning self-revision in English writing is generally positive and related to the writing proficiency firstly.Meanwhile,the levels of these different affective factors vary greatly,but they do affect each other.Secondly,high school students' overall level of metacognitive knowledge about self-revision in English writing is relatively high and is related to the writing proficiency as well.In the meantime,there is little difference among the levels of the dimensions of metacognitive knowledge,and these dimensions also influence each other.Lastly,the global characteristics of high school students' self-revision behavior in English writing are diversified.Students' behaviors embodied in the original and revised manuscripts are distinctly different,but the English writing proficiency has no obvious effect on them.In terms of the relationship among the three dimensions,the affective factors in regard to high school students' self-revision in English writing is closely connected with the corresponding metacognitive knowledge,but the self-revision behavior is not highly correlated with these two aspects.Based on the results above,this study puts forward relevant suggestions from six perspectives,which are balancing affective factors,developing metacognitive knowledge,cultivating self-revision skills,strengthening the process writing instruction and feedback,designing composition topics and evaluation standards as well as taking advantage of autonomous learning ability.