英语元语言知识教学与大学英语写作的实证研究

An Empirical Study of Meta-lingual Knowledge Instruction and College English Writing

摘要

摘要:两个写作水平无显著差异的非英语专业平行班级被随机分为实验组(N=46)和控制组(N=48),前者接受为期8周的元语言知识教学,对后者教学不涉及元语言知识。研究结果显示两组后测写作成绩虽无显著性差异,但元语言课堂教学仍对学生英语写作具有促进作用,学习者元语言知识同其英语写作水平存在显著的正相关关系

Abstract:This paper investigates the relationship between English meta-lingual knowledge and college English writing. Participatants are students from two parallel classes. While the experimental group(N=46)receive intervention on meta-lingual knowledge for eight weeks, the control group(N=48)keep the traditional teaching approach, with little knowledge in this regard involved. The findings show that though there are no notable differences between the two groups, the instruction still exerts some effects on participants' English writing. A significantly positive correlation is identified between learners' meta-lingual knowledge and their writing