教学活动条件下大学生英语写作元认知的特点

EFL Writing Students' Metacognition in the Context of Formal Classroom Instruction

根据Flavell的元认知理论框架,拟订了写作元认知教学的原则,并以此对两个班62名一年级大学生进行了一系列针对大学生英语写作元认知的教学活动。通过采用开放式问卷和周记调查,探究了在教学活动条件下大学生写作元认知的特点。周记调查表明:教学活动条件下,大学生的英语写作元认知特点反映出教学原则的构想,即英语写作元认知体现为元认知知识和元认知体验两大要素。元认知知识由任务知识、主体知识和策略知识构成,元认知体验分为积极与消极体验。开放式问卷结果表明:英语写作元认知有一定的发展性。这些结果验证并丰富了Flavell的元认知理论,对我国大学英语写作教学实践有着重要的启示。

This study attempts to set up teaching principles of EFL writing under the theoretical framework of metacognition constructed by J. H. Flavell. The empirical study lasted approximately 10 months, in 2 academic terms. The subjects in the experimental group involved 62 first-year university students from two natural classes. The defining characteristics of metacognition in EFL writing were then analyzed by resorting to such research instruments as open-ended questionnaire and weekly journal. The results showed that EFL learners＇ metacognition in writing confirmed the Flavell＇ s theoretical framework of metacognition, which consisted of metacognitive knowledge and metacognitive experiences. Metacognitive knowledge involved three types of knowledge： task, person and strategy whereas metacognitive experiences are either positive or negative. And metacognition is developmental. The findings have significant pedagogical implications for EFL instructors and researchers.