非英语专业学生英文写作元认知策略实证研究

An Empirical Study on English Writing Metacognitive Strategies for Non-English Major Undergraduates

摘要

摘要:为了解显性元认知策略教学对学生英文写作能力的影响,采用调查问卷、写作测试和教学实验等研究方法,调查了非英语专业二年级学生EFL写作中元认知策略使用情况,分析该策略的使用与学生写作水平之间的关系.结果显示:按Oxford的策略频率界定,调查对象在英语写作中元认知写作策略使用频率为中等水平; 学生元认知策略的使用与其写作水平具有一定的相关关系; 元认知写作策略的教学对非英语专业学生英语写作具有促进作用

Abstract:EFL writing studies have witnessed rich investigations on metacognitive knowledge and metacognitive experience, whereas research probing metacognitive strategy instruction is still limited. This paper, through administering questionnaires, writing tests and intervention, examines the application of metacognitive strategies in writing among second-year non-English major undergraduates. The relationship between exploitation of those strategies and writing competence is analyzed, and positive effects of explicit instruction of metacognitive strategies on the participants are indentified