元认知策略训练在高中英语写作教学中的应用研究

发布时间：2018-02-28 08:24

本文关键词： 元认知策略元认知策略训练元认知意识英语写作教学英语写作水平　出处：《河北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：从上世纪七十年代末开始,语言教学研究的重点从教学法转向对学习者策略的研究,语言学习策略及相关的培训研究已成为外语界的热点问题。在所有的语言学习策略中,元认知策略至关重要,它是学习者用来整合与调节自身学习过程的策略,是学习者有意识地使用元认知知识对学习任务进行合理的计划、安排、监控、调节和评价。近年来越来越多外语研究者开始认识到元认知策略训练对第二语言学习能产生积极的作用,并运用相关理论指导教学和研究。但是,目前将元认知策略培训运用于英语写作学习的研究并不多,运用于高中英语写作学习的研究更是鲜见。本论文旨在研究如何将元认知策略训练与高中英语写作教学有机结合在一起,且如何通过元认知策略训练有效提高学生英语写作水平。本研究主要采用实验法,辅之以问卷调查法和访谈法相结合开展研究。实验在由54名同学组成的实验组和由46名同学组成的控制组中进行。这些学生来自河北省张家口市宣化县一所普通高中,在实验班开展一项为期18周的元认知策略训练,并将训练运用于英语写作教学中。本研究着重回答以下三个问题:在英语写作教学中展开元认知策略训练的有效方法是什么?元认知策略训练是否有助于增强学生的元认知意识?元认知策略训练是否有助于促进学生写作水平的提高?运用过程包括:元认知知识的教授以提高学生的元认知意识;写作前的写作计划制定;写作时的自我监控引导;写作之后的自我评价、同伴评价和教师评价过程。本实验紧扣写作前,写作中,写作后三大环节展开培训,通过实验前后测试,以及实验中和实验后的问卷调查和访谈,结果表明,课堂写作教学与元认知策略训练相结合能够提高学生的元认知意识,提高学生的写作成绩。通过系统的培训,学生能够自主地有意识地将所学策略应用于写作练习中。更重要的是,元认知策略训练的确有利于提高学生的写作水平,培训后实验组的写作成绩远远高于对照组。总之,通过实验培训,学习者的元认知策略使用意识有了明显提升,这也极大的促进了写作水平的提高。因此,教师迫切地需要将元认知策略训练与英语写作教学相结合来提升学生的英语写作水平。
[Abstract]:Since the end of -30s, the focus of language teaching research has shifted from pedagogy to the study of learners' strategies. Language learning strategies and related training research have become hot issues in foreign language circles. Metacognitive strategies are the strategies used by learners to integrate and regulate their own learning processes. It is the learners' conscious use of metacognitive knowledge to plan, arrange and monitor their learning tasks. Adjustment and evaluation. In recent years, more and more foreign language researchers begin to realize that metacognitive strategy training can play a positive role in second language learning, and apply relevant theories to guide teaching and research. At present, there are few researches on the application of metacognitive strategy training to English writing learning. This thesis aims to study how to combine metacognitive strategy training with high school English writing teaching. And how to effectively improve students' English writing ability through metacognitive strategy training. The experiment was conducted in an experimental group of 54 students and a control group of 46 students from an ordinary high school in Xuanhua County, Zhangjiakou City, Hebei Province. An 18-week metacognitive strategy training is conducted in the experimental class and applied to the teaching of English writing. The present study focuses on the following three questions: what are the effective methods of metacognitive strategy training in English writing teaching? Does metacognitive strategy training help to enhance students' metacognitive awareness? Does metacognitive strategy training help to improve students' writing ability? The application process includes: teaching metacognitive knowledge to improve students' metacognitive consciousness; making writing plan before writing; self-monitoring and guiding in writing; self-evaluation after writing. Peer evaluation and teacher evaluation process. This experiment focuses on the training of pre-writing, writing, and post-writing. The results show that, through the tests before and after the experiment, as well as questionnaires and interviews in the experiment and after the experiment, the results show that, The combination of classroom writing teaching and metacognitive strategy training can improve students' metacognitive consciousness and students' writing achievement. More importantly, metacognitive strategy training is beneficial to improve the students' writing ability. After the training, the writing score of the experimental group is much higher than that of the control group. Through experimental training, learners' awareness of the use of metacognitive strategies has been significantly improved, which has greatly promoted the level of writing. Teachers urgently need to combine metacognitive strategy training with English writing teaching to improve students' English writing level.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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