A Study On The Correlation Between Senior High School Students’ Language Mindset,self-regulated Learning Writing Strategies And English Writing Performance

The English curriculum standard for senior high schools（2017）proposes that learning strategies are an important part of the six elements of core literacy.On the basis of consolidating the autonomous learning ability formed in compulsory education,senior high schools should help students use and adjust English learning strategies actively（Ministry of education,2018:20）.Some studies have found that mindset plays a role in the motivation process of second language acquisition,so language mindset will affect the process of English writing and the strategies used in the process of writing.In addition,there are few studies on the relationship between senior high school students’ language mindset,self-regulated learning writing strategies and English writing scores.There are few studies on Chinese learners from the three sub dimensions of language mindset.Therefore,this study attempts to explore the relationship between senior high school students’ language mindset,SRL writing strategies and English writing scores from the three sub dimensions of language mindset,and further explore the internal relationship between the three,in order to provide some meaningful suggestions for English teaching.This study investigated 307 high school students in a middle school in Zhangzhou,Fujian Province,in order to explore the current situation of senior high school students’ language mindset and the use of SRL writing strategies;The correlation between senior high school students’ language mindset and English writing scores;The correlation between senior high school students’ SRL writing strategy use and English writing scores,and the correlation between senior high school students’ language mindset and SRL writing strategy use.The results show that: 1)the language mindset of senior high school students is in the middle tendency as a whole,and the use of SRL writing strategies is in the middle level as a whole.Among them,the general language intelligence belief（GLB）of senior high school students’ language mindset is close to the fixed tendency,the use frequency of planning,acting on feedback and text-generating strategies in SRL writing strategies is higher,and the use frequency of self-initiating,self-monitoring and evaluation strategies is lower.2)High school students’ language mindset and its three sub dimensions are correlated with English writing scores.Among them,the two sub dimensions of language mindset,general language intelligence belief（GLB）and L2 ability tendency belief（L2B）,have the most significant negative predictive effect on English writing scores.3)SRL writing strategies and their six sub dimensions have two or two correlations with English writing scores.SRL writing strategies mainly have a significant predictive effect on English writing scores through five strategies: self-initiating strategy,planning strategy,revising strategy,text-generating strategy and acting on feedback strategy.Among them,text generation strategy has a significant negative impact on English writing scores.4)High school students’ language mindset and its sub dimensions are correlated with SRL writing strategies and their sub dimensions.The two sub dimensions of language mindset,general language intelligence belief（GLB）and L2 ability tendency belief（L2B）,have a significant predictive effect on the use of SRL writing strategies.The language mindset of growth tendency has a positive impact on SRL writing strategies,while the language mindset of fixed tendency has a negative impact on SRL writing strategies.Based on the above findings,this study puts forward relevant suggestions on how to cultivate the language mindset of growth tendency and improve the use and proficiency of SRL writing strategies from the perspective of teachers and students,in order to provide a valuable reference for future English teaching research.