高中英语写作教学中CALLA元认知策略培训的实验研究

发布时间：2024-04-13 11:48

　　上个世纪八十年代以来,语言教学研究的重点发生转移,由教学法主导下的“怎样教”转向学习策略主导下的“怎样学”。自此,学习策略的研究成为了近些年来学术界一直讨论的话题。《普通高中英语课程标准(2017年版)》中提到元认知策略对学生计划、监控和调整学习过程以及评估和反思学习结果方面具有指导意义。近年来越来越多的研究者意识到元认知策略培训对学习者的语言学习能够产生积极影响并将元认知策略运用到实际教学中,但是许多研究者将研究重点放在了元认知策略培训对大学生语言学习的影响,很少有研究者探究元认知策略培训对高中英语教学,特别是对英语写作教学的效果。因此,本论文在调查分析元认知策略在农村高中英语教学中的使用现状后,将着重探讨如何提高学生在英语写作中的元认知意识,从而提高他们的英语写作能力。本研究依据O’Malley和Chamot对元认知策略的划分及策略培训模式,采用定量和定性相结合的研究方法,以问卷调查、访谈和测试为测量工具得出研究数据和结果。实验对象来自于河北省青县第一中学,共由80名被试者组成,包括实验班39人,控制班41人。笔者在实验班英语写作中进行了为期16周的基于CALLA模式的元认知策略培...

【文章页数】：101 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Research background
    1.2 Research significance
    1.3 Organization of the thesis
Chapter Ⅱ Literature Review
    2.1 Theory of meta-cognition
        2.1.1 Definition of meta-cognition
        2.1.2 Classification of meta-cognition
    2.2 Meta-cognitive strategy
        2.2.1 Definition of meta-cognitive strategy
        2.2.2 Classification of meta-cognitive strategy
    2.3 Strategy training models
    2.4 English writing
        2.4.1 The nature of writing
        2.4.2 Writing teaching models
    2.5 The relationship between meta-cognitive strategy and English writing
    2.6 Researches on the application of meta-cognitive strategy in English writing abroad andin China
        2.6.1 Researches on the application of meta-cognitive strategy in English writing abroad
        2.6.2 Researches on the application of meta-cognitive strategy in English writing in China
    2.7 Summary
Chapter Ⅲ Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Meta-cognitive strategy questionnaire
        3.3.2 Interviews
        3.3.3 Tests
    3.4 The moderator variables
    3.5 Research procedure
        3.5.1 The questionnaire for subjects and interview with teachers
        3.5.2 Pretest
        3.5.3 The first interview with students
        3.5.4 CALLA meta-cognitive strategy training
        3.5.5 Post-test
        3.5.6 The second interview with students
    3.6 Sample lesson plans of English writing teaching for EC and CC
        3.6.1 A sample lesson plan of English writing teaching for EC
        3.6.2 A sample lesson plan of English writing teaching for CC
Chapter Ⅳ Data Analysis and Discussion
    4.1 The positive effect of CALLA meta-cognitive strategy training on students' meta-cognitive awareness in English writing
        4.1.1 Analysis of interviews with students before the experiment
        4.1.2 Analysis of interviews with students after the experiment
    4.2 The positive effect of CALLA meta-cognitive strategy training on English writingproficiency
        4.2.1 The comparison of the pretest of EC and CC
        4.2.2 The comparison of the post-test of EC and CC
Chapter Ⅴ Conclusion
    5.1 Major findings of the study
    5.2 Pedagogical implications of the study
    5.3 Limitations of the study
    5.4 Suggestions for further study
Bibliography
Appendices
    Appendix 1 Meta-cognitive strategy questionnaire
    Appendix 2 Pretest paper
    Appendix 3 English writing paper in sample lesson
    Appendix 4 Post-test paper
    Appendix 5 Rating Criteria of English Writing Test in Junior Middle School in HebeiProvince
    Appendix 6 Rating Criteria of English Writing Test in Senior High School
    Appendix 7 The first interview with students
    Appendix 8 The second interview with students
    Appendix 9 The interview with teachers
    Appendix 10 Meta-cognitive strategy knowledge handout
    Appendix 11 Meta-cognitive strategy self-checklist
    Appendix 12 Formative evaluation form for English writing education
    Appendix 13 Questionnaire reliability test results
    Appendix 14 Independent-samples T test of the questionnaire of EC and CC
    Appendix 15 The results of the interview with teachers
Acknowledgements



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