元认知策略训练对高中生英语写作能力影响的实证研究

发布时间：2023-09-14 02:27

　　元认知策略是指有意识地运用元认知知识对学习过程进行计划、监控和评价的学习策略。作为学习策略的一个重要组成部分,它在学习者的英语写作方面发挥至关重要的作用。本研究探讨了当前高中生英语写作中元认知策略使用情况,然后通过为期九周的培训来检元认知策略训练探讨训练对高中生的策略使用频率的影响并检验策略训练后对学生的写作能力有何影响。河源一所高中的45名高一年级学生参与了一个英语写作元认知策略问卷调查。从中,笔者了解到高中生在英语写作过程中的元认知策略使用情况。问卷调查结果表明:1)高中生在训练前对元认知策略认识非常有限;2)对于当前高中生的策略使用的状态,呈现一种低频率,零散而不系统的特点;3)写前计划策略的运用频率高于监控和评价策略运用的频率。基于当前高中生的英语写作元认知策略使用现状,笔者参考了O’Mallay and Chamot’s的学习策略训练模式,在充分考虑学生的需要和英语学习现状的基础上,笔者构建了本研究的训练模式。随后对45名高中一年级的学生进行了为期9周的英语写作元认知策略训练,训练前,学生进行了一次英语写作测试的前测,且在之后的每次写作任务练习后填写元认知策略使用情况自查表,...

【文章页数】：91 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Meta-cognitive Strategies
        2.1.1 Definition of Meta-cognitive Strategies
        2.1.2 Components of Meta-cognitive Strategies
    2.2 Writing
        2.2.1 Nature of Writing
        2.2.2 Writing Proficiency
        2.2.3 Roles of Meta-cognitive Strategies in English Writing
    2.3 Related Research on English Writing and Meta-cognitive Strategies
        2.3.1 Studies on the Correlation between Meta-cognitive strategies andEnglish Writing proficiency
        2.3.2 Studies on the Effects of Meta-cognitive Strategies on Students withDifferent Writing Levels
        2.3.3 Studies on the Meta-cognitive Strategies Training and English Writing
    2.4 A Brief Conclusion of Previous Research
Chapter Three Theoretic Framework
    3.1 Cognitive Framework for the Study
    3.2 Learning Strategy Training
    3.3 Operational Framework for the Study
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Questionnaire and Meta-cognitive Writing Strategy self-check Table.
        4.3.2 Pre- and Post- Writing Tests
        4.3.3 Writing Tasks
        4.3.4 Writing Log
    4.4 Research Procedure
        4.4.1 Pre-test
        4.4.2 Meta-cognitive Writing Strategies Training
        4.4.3 Post-test
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results of the Study
        5.1.1 Results of Senior High School Students’ Meta-cognitive WritingStrategies Use
        5.1.2 Results of the Effects of Meta-cognitive Writing Strategies Training on theFrequency of Senior High School Students’ Use of Meta-cognitive Strategies inEnglish Writing
        5.1.3 Results of the Effects of Meta-cognitive Writing Strategies Training onEnglish Writing Proficiency
    5.2 Discussion
        5.2.1 Senior High School Students’ Low Deployment of Meta-cognitiveStrategies Use in English Writing
        5.2.2 The Effects of Meta-cognitive Strategies Training on the Frequency ofSenior High School Students’ Use of Meta-cognitive Strategies
        5.2.3 The Effectiveness of Meta-cognitive Strategies Training in ImprovingSenior High School Students’ English Writing Proficiency
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
References
Appendix 1 英语写作元认知策略问卷
Appendix 2 写作元认知策略自检表
Appendix 3 Writing tests
Appendix 4 Writing tasks
Appendix 5 高考作文评分标准表



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