认知负荷理论视角下范文提供对初中生英语写作焦虑的影响研究

A Study on the Impact of Model Essays Provided from the Perspective of Cognitive Load Theory on English Writing Anxiety among Junior High School Students

摘要: 本研究基于认知负荷理论，讨论在初中的英语写作教学中范文提供对学生的写作焦虑的影响。通过对万州上海中学初三的两个班，各取50名同学进行实验观察和问卷调查，随机将其中一个班级分为实验组，另一个为控制组。实验组采用在写作前提供范文的支架式教学方式，而控制组进行常规的写作教学。研究采用《英语写作认知负荷与焦虑感受量表》进行测量，并使用SPSS 26.0进行数据分析。研究表明，在认知负荷理论的指导下教师提供范文，能有效地降低学生的外在认知负荷，可以减少学生的写作焦虑。此研究提醒教师在写作教学中应该注重引导学生，鼓励学生在范文的基础上进行有创造性的表达。同时本研究在研究的样本范围、测量方法和研究的持续时长上也存在局限，未来可以扩大样本数量，完善研究方法和长期追踪研究来加以完善。

Abstract: This study, grounded in cognitive load theory, examines the impact of providing model essays on students’ writing anxiety in junior high school English writing instruction. An experimental observation and questionnaire survey were conducted with 50 students each from two ninth-grade classes at Wanzhou Shanghai Middle School. One class was randomly assigned as the experimental group, while the other served as the control group. The experimental group received scaffolding instruction involving model essay provision prior to writing tasks, whereas the control group underwent conventional composition instruction. Measurements were conducted using the “English Writing Cognitive Load and Anxiety Perception Scale”, with data analyzed via SPSS 26.0. Findings indicate that teacher-provided model essays, guided by cognitive load theory, effectively reduce students’ external cognitive load and alleviate writing anxiety. This study reminds educators to focus on guiding students and encouraging creative expression based on model essays during writing instruction. However, the research has limitations in sample size, measurement methods, and duration. Future studies could address these by expanding sample sizes, refining methodologies, and conducting long-term follow-up research.