元認(rèn)知策略是指有意識地運用元認(rèn)知知識對學(xué)習(xí)過程進行計劃、監(jiān)控和評價的學(xué)習(xí)策略。作為學(xué)習(xí)策略的一個重要組成部分,它在學(xué)習(xí)者的英語寫作方面發(fā)揮至關(guān)重要的作用。本研究探討了當(dāng)前高中生英語寫作中元認(rèn)知策略使用情況,然后通過為期九周的培訓(xùn)來檢元認(rèn)知策略訓(xùn)練探討訓(xùn)練對高中生的策略使用頻率的影響并檢驗策略訓(xùn)練后對學(xué)生的寫作能力有何影響。河源一所高中的45名高一年級學(xué)生參與了一個英語寫作元認(rèn)知策略問卷調(diào)查。從中,筆者了解到高中生在英語寫作過程中的元認(rèn)知策略使用情況。問卷調(diào)查結(jié)果表明:1)高中生在訓(xùn)練前對元認(rèn)知策略認(rèn)識非常有限;2)對于當(dāng)前高中生的策略使用的狀態(tài),呈現(xiàn)一種低頻率,零散而不系統(tǒng)的特點;3)寫前計劃策略的運用頻率高于監(jiān)控和評價策略運用的頻率�；诋�(dāng)前高中生的英語寫作元認(rèn)知策略使用現(xiàn)狀,筆者參考了O’Mallay and Chamot’s的學(xué)習(xí)策略訓(xùn)練模式,在充分考慮學(xué)生的需要和英語學(xué)習(xí)現(xiàn)狀的基礎(chǔ)上,筆者構(gòu)建了本研究的訓(xùn)練模式。隨后對45名高中一年級的學(xué)生進行了為期9周的英語寫作元認(rèn)知策略訓(xùn)練,訓(xùn)練前,學(xué)生進行了一次英語寫作測試的前測,且在之后的每次寫作任務(wù)練習(xí)后填寫元認(rèn)知策略使用情況自查表,...

【文章頁數(shù)】：91 頁

【學(xué)位級別】：碩士

【文章目錄】：
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 英語寫作元認(rèn)知策略問卷
Appendix 2 寫作元認(rèn)知策略自檢表
Appendix 3 Writing tests
Appendix 4 Writing tasks
Appendix 5 高考作文評分標(biāo)準(zhǔn)表



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