英语专业学生写作元认知策略使用水平调查与分析

A n Investigation of Metacognitive Strategies Taken by English Majors in English Writing.

文章对中原工学院外语系2006级120名本科生进行元认知策略问卷调查并对部分学生进行访谈。结果表明,英语专业低年级学生在写作中元认知策略使用频率属于中等水平;选择注意策略的使用频率最高,依次为自我监控、事先计划和自我评价;所有策略中使用频率极低的是制订写作计划、写作目标、编写提纲,写作结束后对作文内容、整体结构的评价以及对写作方法的反思等。其原因在于写作课教师对学生缺乏引导,致使其策略意识薄弱。本文建议在英语写作教学中,教师应结合写作任务对学生进行元认知策略培训,以提高其元认知策略使用水平,从而提高其自主学习能力。

The present study investigates the use of metacognitive strategies in English writing among the 120 English majors of Grade 2006 in Zhongyuan University of Technology. The findings of the study show that among the four types of metacognitive strategies, the selective attention strategies are used most frequently, which are followed by the self-monitoring, advanced planning and self-evaluation strategies. The least frequently used strategies are making a writing plan, setting a goal for writing, writing an outline, evaluating the content and the structure of the article, and reflecting on writing skills. The cause is that teachers lay little emphasis on the strategies, which makes students less aware of the importance of them. This paper suggests that teachers should instruct students in the application of metacognitive strategies to English writing, and improve their autonomy in English learning.