初中生英语写作的元认知策略研究
发布时间：2019-01-05 12:58
【摘要】：元认知的概念是Flavell在19世纪70年代首次提出的。元认知是认知主体关于自己认知过程、认知结果以及相关活动的知识,是对认知的认知(Flavell 1997). Flavell把元认知分为元认知知识和元认知体验(或调控)。其中,元认知知识又分为主体知识的变量,任务变量及策略变量三类。元认知策略是本研究的焦点。根据O'Malley Chamot(1990)的观点,包含计划策略、监控策略和评估策略的元认知策略是所有的学习策略中高层的控制策略,此种策略可以在有效的促进成功的语言学习。也就是说,较好的掌握了元认知策略技巧的学生是能够比较自主地学习的。英语写作能力,作为交流的基本技能,在诸多具体交际环境中至关重要。培养英语写作能力仍然是当前中小学英语教学中的重要任务之一,也是判断学生学习水平和学习效率的重要标准之一。而现行英语教学实际中,英语写作是最难学、最难教的环节之一,一方面,中学英语教学中缺乏对英语写作的系统训练。相比听、说、读这些技能,教师对英语写作技能没有给予足够的重视。另一方面,由于一些学生认为英语学习的最终目标是通过考试,因此,和英语写作相比较,学生更多关注的是词汇、语法和句子的学习。因此,提升学生的英语写作能力已经成为英语教学的一项紧迫任务。但系统和深入的针对于中学生,尤其是农村初中学生进行的英语写作元认知策略培训的探索不多。作者决定对中学生进行英语写作元认知策略培训,试图探究英语写作元认知策略培训是否能够提高学生的英语写作水平。本文是针对元认知策略在初中学生英语写作中的应用的实证研究。该实证研究的对象为41名农村中学初三年级学生。学生接受常规的英语课程外还要接受英语写作元认知策略教学,实验的测量工具为元认知策略问卷和写作测验及替代访谈的写作心得体会分享。本研究将解决三个主要问题：第一,当今农村初三年级的学生是否用到过英语写作元认知策略?应用情况如何?第二,英语写作元认知策略是否与学生英语写作水平相关?第三,英语写作元认知策略培训能否有效提高初中学生的英语写作水平?研究结果表明：英语元认知策略与学生写作水平呈正相关,且农村初三学生在写作中有运用元认知策略,但他们的英语写作元认知策略的应用程度很低,零散且不系统。换句话说,初中学生在写作中很少使用元认知策略,元认知策略在中学阶段并未受到应有的重视,写作元认知策略没有充分渗透到英语教学过程之中。学生缺乏元认知策略的相关知识,也不能有效的应用元认知策略来指导写作和其他的二语学习活动。通过对学生为期一学期的写作元认知策略培训,学生的元认知意识有较大提高,写作水平也得到相应的提高,元认知策略培训能提高学生的写作水平。针对以上情况,为更好地培养学生的学习的能力,以提高学生的写作水平乃至二语水平,对学生的英语学习策略的培训很有必要,尤其是元认知策略培训。因此本文建议将元认知策略融入写作教学中,并结合其他策略,结合听力、口语、阅读的教学,进一步提高学生的英语写作水平及二语水平。
[Abstract]:The concept of metacognition was first put forward in the 1970s. Metacognition is the knowledge of the cognitive process, the cognitive outcome and the related activities of the cognitive subject. Fluvell divides metacognition into metacognitive knowledge and metacognitive experience (or regulation). The metacognitive knowledge is divided into three categories: variables, task variables and strategy variables. Metacognitive strategy is the focus of this study. According to O 'Malley Chamot (1990), the metacognitive strategy, which contains the plan strategy, the monitoring strategy and the evaluation strategy, is a high-level control strategy in all learning strategies, which can effectively promote successful language learning. That is, the better students who have the skills of metacognitive strategy are able to study independently. English writing ability, as the basic skills of communication, is of great importance in many specific communication environments. The training of English writing ability is still one of the most important tasks in the current teaching of primary and secondary schools. It is also one of the important criteria for judging the students' learning level and learning efficiency. English writing is one of the most difficult and most difficult to teach in the practice of English teaching. On the one hand, there is a lack of systematic training in English writing in middle school English teaching. Compared to listening, speaking, reading these skills, the teacher has not given enough attention to the English writing skills. On the other hand, because some students think that the ultimate goal of English learning is to pass the examination, the students are more concerned about the learning of words, grammar and sentences. Therefore, it is an urgent task to improve the English writing ability of the students. But the system and in-depth study of the English writing metacognitive strategy training for middle school students, especially the rural junior middle school students, is not much. The author has decided to train the middle school students with the metacognitive strategy of English writing, and try to explore whether the English writing metacognitive strategy training can improve the English writing level of the students. This paper is an empirical study of the application of metacognitive strategy in the English writing of junior high school students. The object of this empirical study is that of the first three-grade students in 41 rural secondary schools. The students accept the English writing metacognitive strategy teaching in addition to the regular English course, and the measurement tools of the experiment are shared by the metacognitive strategy questionnaire and the writing test and the writing of the alternative interview. This study will solve three main problems: first, do the students in the first three grades of the countryside use the metacognitive strategy of English writing? What is the application? Second, does the metacognitive strategy of English writing relate to the students' English writing level? Third, can the English writing metacognitive strategy training effectively improve the English writing level of junior middle school students? The results of the study show that the metacognitive strategy of English is positively related to the students' writing level, and the first three students in the countryside have the metacognitive strategy in the writing, but their application to the metacognitive strategy of English writing is very low, fragmented and not systematic. In other words, the junior middle school students seldom use metacognitive strategies in writing, and the metacognitive strategy has not been given due attention in the middle school stage, and the metacognitive strategy of writing has not been fully permeated into the English teaching process. The students lack the knowledge of metacognitive strategies and can not use metacognitive strategies to guide writing and other two-language learning activities. Through the training of the students' metacognitive strategy for one term, the students' metacognitive awareness is greatly improved, and the writing level is correspondingly improved, and the metacognitive strategy training can improve the students' writing level. In view of the above, in order to better train the students' ability to study, to improve the students' writing level and even the second language level, it is necessary to train the students' English learning strategies, especially the metacognitive strategy training. Therefore, it is suggested that the metacognitive strategy be integrated into the writing teaching and combine with other strategies to further improve the English writing level and the two-language level of the students in combination with the teaching of listening, speaking and reading.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2401805
[Abstract]:The concept of metacognition was first put forward in the 1970s. Metacognition is the knowledge of the cognitive process, the cognitive outcome and the related activities of the cognitive subject. Fluvell divides metacognition into metacognitive knowledge and metacognitive experience (or regulation). The metacognitive knowledge is divided into three categories: variables, task variables and strategy variables. Metacognitive strategy is the focus of this study. According to O 'Malley Chamot (1990), the metacognitive strategy, which contains the plan strategy, the monitoring strategy and the evaluation strategy, is a high-level control strategy in all learning strategies, which can effectively promote successful language learning. That is, the better students who have the skills of metacognitive strategy are able to study independently. English writing ability, as the basic skills of communication, is of great importance in many specific communication environments. The training of English writing ability is still one of the most important tasks in the current teaching of primary and secondary schools. It is also one of the important criteria for judging the students' learning level and learning efficiency. English writing is one of the most difficult and most difficult to teach in the practice of English teaching. On the one hand, there is a lack of systematic training in English writing in middle school English teaching. Compared to listening, speaking, reading these skills, the teacher has not given enough attention to the English writing skills. On the other hand, because some students think that the ultimate goal of English learning is to pass the examination, the students are more concerned about the learning of words, grammar and sentences. Therefore, it is an urgent task to improve the English writing ability of the students. But the system and in-depth study of the English writing metacognitive strategy training for middle school students, especially the rural junior middle school students, is not much. The author has decided to train the middle school students with the metacognitive strategy of English writing, and try to explore whether the English writing metacognitive strategy training can improve the English writing level of the students. This paper is an empirical study of the application of metacognitive strategy in the English writing of junior high school students. The object of this empirical study is that of the first three-grade students in 41 rural secondary schools. The students accept the English writing metacognitive strategy teaching in addition to the regular English course, and the measurement tools of the experiment are shared by the metacognitive strategy questionnaire and the writing test and the writing of the alternative interview. This study will solve three main problems: first, do the students in the first three grades of the countryside use the metacognitive strategy of English writing? What is the application? Second, does the metacognitive strategy of English writing relate to the students' English writing level? Third, can the English writing metacognitive strategy training effectively improve the English writing level of junior middle school students? The results of the study show that the metacognitive strategy of English is positively related to the students' writing level, and the first three students in the countryside have the metacognitive strategy in the writing, but their application to the metacognitive strategy of English writing is very low, fragmented and not systematic. In other words, the junior middle school students seldom use metacognitive strategies in writing, and the metacognitive strategy has not been given due attention in the middle school stage, and the metacognitive strategy of writing has not been fully permeated into the English teaching process. The students lack the knowledge of metacognitive strategies and can not use metacognitive strategies to guide writing and other two-language learning activities. Through the training of the students' metacognitive strategy for one term, the students' metacognitive awareness is greatly improved, and the writing level is correspondingly improved, and the metacognitive strategy training can improve the students' writing level. In view of the above, in order to better train the students' ability to study, to improve the students' writing level and even the second language level, it is necessary to train the students' English learning strategies, especially the metacognitive strategy training. Therefore, it is suggested that the metacognitive strategy be integrated into the writing teaching and combine with other strategies to further improve the English writing level and the two-language level of the students in combination with the teaching of listening, speaking and reading.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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相关硕士学位论文 前3条
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