一項關于元認知策略培訓促進大學英語寫作教學的研究.pdf

1、廣西大學碩士學位論文一項關于元認知策略培訓促進大學英語寫作教學的研究姓名：高雪申請學位級別：碩士專業(yè)：外國語言學及應用語言學指導教師：王洋20090601ASTUDYOFTHEPOSITIVEEFFECTOFMETACoGNITIVESTRATEGYTRAININGINCoLLEGEENGLISHWRITINGTEACHINGABSTRACTInordertosolvetheproblemofpoorwritingproficiency

2、ofChinesenon—Englishmajorcollegestudents，largenumberofEFL／ESLtheorists，researchersandteachersaswellhavemadegreateffortincarryingoutvariousresearchesandexperimentstoexploreeffectivewaysofimprovingCollegeEnglishstudents’wr

3、itingabilitymostofwhichhavefocusedonhowtoteachandyetveryfewhaveconcernedhowtolearnInparticularresearchesonmetacognitioninEnglishwritinghavenotbeengivensufficientemphasisMetacognitionisapsychologicalterm，whichgenerallyref

4、erstoanabilitytothinkaboutone’Scognitionandtegulateone’SmentalprocessingThetenetofthistheoryincludesmetacognitiveknowledgeandmetacongitivestrategies，whichisthehighlightofthepresentstudyAmongallthelearningstrategies，metac

5、ognitivestrategiesarehigher—orderexecutiveskillswhichareconsciouswaysofplanning，monitoringandevaluatingWithagoodcommandofmetacognitivestrategies，learnersmaybetriggeredtobemoreautonomousinlearning，andmorecapableofrecogniz

6、ingsomeoftheirownlearningstrategiesanddiagnosingweaknesses，andtoselfmanagelearningprocessRecentresearchershavesuggestedapotentiallinkbetweenmetacognitivestrategiesandSecondLanguagewritingperformance(O’Malley&Chamot，1990；

7、Zimmerman&Bandura，1994；Kasper，1997)ThesefindingsareespeciallyusefulforEnglishwritinginstructioninChinasincedevelopingwritingproficiencymaintainsagreatchallengetobothChineseteachersandstudentsButtheresearchonwhetherandhow

8、metacognitivestrategiescanbeappliedtoEnglishwritingteachingintheChinesecollegecontexttoimprovetheirwritingperformanceisstillinsufncientThepresentresearchisbasedonthetheoryofmetacognitionTheauthorcarriedoutanempiricalstud