元认知策略与高中生英语写作成绩之间的相关性研究
发布时间：2018-07-14 17:43
【摘要】：随着以学习者为中心理念的发展,英语学习策略受到了越来越多的关注。有效的学习策略可以提高学习的质量和效率,培养学生的自主学习能力,解释和预测学生的学习表现(吕德文,马瑞雪2007)。作为学习策略的重要组成部分,元认知策略受到学者的广泛关注。1976年,美国心理学家J.H.Flavell首先提出了元认知一词。他认为元认知是学习者关于自己认知过程,结果及相关活动的认知。自此,越来越多的学者开始运用相关理论指导外语教学与研究。国内相关研究工作自上世纪90年代起开始兴起,而元认知策略在英语写作教学方面的研究较其他领域相对匮乏,已有研究较少涉及高中英语写作教学。基于此,本文将对元认知策略与高中生英语写作成绩之间的相关性进行研究。本文主要调查了黑龙江省牡丹江市第二中学高二年级学生在英语写作中使用元认知策略的情况,以及策略的使用情况与写作成功者和不成功者等变量之间的关系。本次调查对象具有较强的客观性及主观合作意愿,从一定程度上保证了研究的有效度和可信度。此次调查采用路文军编制的问卷作为调查牡二中学生在英语写作中使用元认知策略的工具,以高二上学期期中考试英语写作成绩作为衡量学生写作水平的标准,并辅以访谈等手段进行。后将所得数据输入计算机,用SPSS19.0数据分析软件对其进行处理,利用描述性统计分析高二学生在英语写作中使用元认知策略的总体情况,同时利用T检验分析高分组和低分组学生之间在元认知策略使用上的不同以验证其是否具有统计学意义,最后利用皮尔逊相关系数进行元认知策略与写作成绩之间相关关系的研究。研究结果表明:牡丹江二中高二学生英语写作中元认知策略使用频率处于中级水平;四类策略分类中,选择注意策略使用率居于首位,而自我评价策略使用率最低。通过比较高低分组学生元认知策略使用情况得知,高分组学生元认知策略使用平均数(3.36)高于低分组(2.89),说明高分组学生的策略使用意识较低分组更为积极,同时T检验结果显示两组学生策略使用上的差异存在统计学意义;皮尔逊系数显示元认知策略在英语写作中的使用频率与其英语写作水平成正相关的关系;与其他策略相比较,自我监控策略与写作成绩相关性最大,即写作成绩受其影响最大,评价策略与其相关性最小;即研究结果表明,培养学生的元认知策略意识,尤其是发挥自我监控策略的作用有助于提高学生的写作能力。
[Abstract]:With the development of learner-centered concept, English learning strategies have received more and more attention. Effective learning strategies can improve the quality and efficiency of learning, cultivate students' autonomous learning ability, explain and predict students' learning performance (Lu Devon, Ma Ruixue 2007). As an important part of learning strategies, metacognitive strategies have attracted extensive attention of scholars. In 1976, J. H. Flavell, an American psychologist, first proposed the word metacognition. He believes metacognition is learners' cognition about their own cognitive processes, outcomes and related activities. Since then, more and more scholars have begun to use relevant theories to guide foreign language teaching and research. Since the beginning of the 1990s in China, the research on metacognitive strategies in English writing teaching has been relatively scarce, and there has been less research on English writing teaching in senior high schools. Based on this, this paper will study the correlation between metacognitive strategies and high school students' English writing scores. This paper investigates the use of metacognitive strategies in English writing among the sophomores in Mudanjiang No. 2 Middle School in Heilongjiang Province, and the relationship between the use of strategies and variables such as successful and unsuccessful writing. The object of this investigation has strong objectivity and subjective willingness to cooperate, which to some extent ensures the validity and credibility of the research. The questionnaire compiled by Lu Wenjun was used as a tool for the students to use metacognitive strategies in their English writing. The scores of English writing in the second semester of senior middle school were taken as the standard to measure the students' writing level. And with interviews and other means. The data was then input into the computer and processed with SPSS 19.0 data analysis software. The use of descriptive statistics was used to analyze the overall use of metacognitive strategies in senior two students' English writing. At the same time, T-test was used to analyze the differences in the use of metacognitive strategies between the high-score and low-group students to verify whether they had statistical significance. Finally, Pearson correlation coefficient is used to study the correlation between metacognitive strategies and writing achievement. The results show that the use frequency of metacognitive strategies in Mudanjiang Middle School 2 is at the intermediate level, and the utilization rate of selective attention strategies is the first among the four categories of strategies, while the use rate of self-evaluation strategies is the lowest. By comparing the use of metacognitive strategies among high and low group students, it was found that the average of metacognitive strategies used in high score group (3.36) was higher than that in low score group (2.89), which indicated that high score students' awareness of using strategies was more positive than that of low score group. At the same time, the results of T test show that there are significant differences in the use of strategies between the two groups. Pearson coefficient shows that the frequency of using metacognitive strategies in English writing is positively related to their English writing proficiency, and is compared with other strategies. Self-monitoring strategy has the greatest correlation with writing achievement, that is, writing achievement is most affected, evaluation strategy is the least relevant, that is to say, the research results show that students' metacognitive strategy awareness is cultivated. In particular, the role of self-monitoring strategies can help to improve students' writing ability.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2122467
[Abstract]:With the development of learner-centered concept, English learning strategies have received more and more attention. Effective learning strategies can improve the quality and efficiency of learning, cultivate students' autonomous learning ability, explain and predict students' learning performance (Lu Devon, Ma Ruixue 2007). As an important part of learning strategies, metacognitive strategies have attracted extensive attention of scholars. In 1976, J. H. Flavell, an American psychologist, first proposed the word metacognition. He believes metacognition is learners' cognition about their own cognitive processes, outcomes and related activities. Since then, more and more scholars have begun to use relevant theories to guide foreign language teaching and research. Since the beginning of the 1990s in China, the research on metacognitive strategies in English writing teaching has been relatively scarce, and there has been less research on English writing teaching in senior high schools. Based on this, this paper will study the correlation between metacognitive strategies and high school students' English writing scores. This paper investigates the use of metacognitive strategies in English writing among the sophomores in Mudanjiang No. 2 Middle School in Heilongjiang Province, and the relationship between the use of strategies and variables such as successful and unsuccessful writing. The object of this investigation has strong objectivity and subjective willingness to cooperate, which to some extent ensures the validity and credibility of the research. The questionnaire compiled by Lu Wenjun was used as a tool for the students to use metacognitive strategies in their English writing. The scores of English writing in the second semester of senior middle school were taken as the standard to measure the students' writing level. And with interviews and other means. The data was then input into the computer and processed with SPSS 19.0 data analysis software. The use of descriptive statistics was used to analyze the overall use of metacognitive strategies in senior two students' English writing. At the same time, T-test was used to analyze the differences in the use of metacognitive strategies between the high-score and low-group students to verify whether they had statistical significance. Finally, Pearson correlation coefficient is used to study the correlation between metacognitive strategies and writing achievement. The results show that the use frequency of metacognitive strategies in Mudanjiang Middle School 2 is at the intermediate level, and the utilization rate of selective attention strategies is the first among the four categories of strategies, while the use rate of self-evaluation strategies is the lowest. By comparing the use of metacognitive strategies among high and low group students, it was found that the average of metacognitive strategies used in high score group (3.36) was higher than that in low score group (2.89), which indicated that high score students' awareness of using strategies was more positive than that of low score group. At the same time, the results of T test show that there are significant differences in the use of strategies between the two groups. Pearson coefficient shows that the frequency of using metacognitive strategies in English writing is positively related to their English writing proficiency, and is compared with other strategies. Self-monitoring strategy has the greatest correlation with writing achievement, that is, writing achievement is most affected, evaluation strategy is the least relevant, that is to say, the research results show that students' metacognitive strategy awareness is cultivated. In particular, the role of self-monitoring strategies can help to improve students' writing ability.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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