初中生英语写作元认知能力的动态评估

发布时间：2021-09-01 16:21

　　英语写作作为英语学习的一项输出技能,能够全面综合地考察和巩固学生英语知识的掌握情况,在英语学习中起着非常重要的作用。而学生写作水平的高低与其自身所具备的元认知能力密切相关,元认知能力越强,则写作水平越高。另外,传统写作教学关注写作结果,忽视了学生的写作过程与实际体验,而动态评估（Dynamic Assessment,以下简称DA）关注学生的整个学习过程,将教学与评估有机融合起来。因此,本研究构建了学生写作元认知能力的DA教学模式,来验证它在初中英语写作课堂的可行性和有效性。本研究采用实验研究,主要解决三个问题:DA介入元认知教学对学生英语写作水平的影响;DA介入元认知教学对学生写作元认知能力的影响;学生对DA介入写作元认知教学模式的看法。研究对象为洛阳市汝阳县某中学七年级两个平行班的64名学生,研究采用“前测-DA干预-后测”的模式。实验前对学生进行问卷调查和访谈,了解其写作水平及元认知能力。根据问卷和访谈结果,构建了初中英语写作课堂学生元认知能力的DA教学模式,对实验班的学生在写前、写中以及写后阶段进行了一个学期的DA介入元认知指导教学。除此之外,还在实验的各个阶段对实验班的部分学生... 

【文章来源】：洛阳师范学院河南省

【文章页数】：80 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 Dynamic Assessment
        2.1.1 Definition of DA
        2.1.2 Theoretical Basis of DA
        2.1.3 Major Approaches to DA
    2.2 Metacognitive Competence
        2.2.1 Metacognition Theory
        2.2.2 The Components of Metacognition
    2.3 Reviews on English Writing Teaching Approaches
        2.3.1 Product Approach
        2.3.2 Process Approach
        2.3.3 Task-based Approach
    2.4 Application of DA and Metacognition in EFL Writing Learning and Teaching
        2.4.1 Application of DA in Language Learning and Teaching
        2.4.2 Application of Metacognition in Language Learning and Teaching
        2.4.3 Summary of the Literature
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Writing Materials Selected in Teaching and Tests
    3.4 Research Design
        3.4.1 Experimental Procedure
        3.4.2 The Construction of a DA Mode for Writing Metacognitive Competence
    3.5 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Students’Improvement in Test Scores
        4.1.1 Writing Scores Analysis of EC and CC in Pre-test
        4.1.2 Writing Scores Analysis of EC and CC in Post-test
    4.2 Students’Improvement in Writing Metacognitive Competence
        4.2.1 Students’Improvement in Metacognitive Knowledge
        4.2.2 Students’Improvement in Metacognitive Experiences
        4.2.3 Students’Improvement in Metacognitive Strategies
    4.3 Students’Views on the Integration of DA and Metacognitive Instruction
        4.3.1 Questionnaire Results and Analysis of Students’Views on DA Interventional Metacognitive Instruction
        4.3.2 Interview Results and Analysis during the Experiment
        4.3.3 Interview Results and Analysis after the Experiment
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Research
    5.4 Suggestions for Further Studies
References
Appendix Ⅰ:Questionnaire on Students’Writing Metacognitive Competence
Appendix Ⅱ:Questionnaire of Students’Views on the DA Interventional Metacognitive Instruction in EFL Writing Class
Appendix Ⅲ:Interview Questions
Appendix Ⅳ:Pre-test
Appendix Ⅴ:Post-test
Acknowledgements


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博士论文
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