元认知策略与二语写作的相关性实证研究

An Empirical Study of the Relationship Between Metacognitive Strategies and EFL Writing

考察了英语专业高年级学生在二语写作中使用元认知策略的情况,分析了元认知策略与二语写作之间的关系。结果显示:调查对象在二语写作中使用元认知策略的频率处于中、高水平,其中自我监控策略和选择注意策略的总体使用频率较高,事先计划策略和自我评估策略的总体使用频率偏低。高、中、低三组写作水平的学生在事先计划策略的使用上均无显著差别,但在自我评估、选择注意和自我监控这三类策略的使用上有显著差别。自我评估、选择注意和自我监控类元认知策略是影响二语写作水平的重要因素。

This study investigated the employment of metacognitive strategies in English writing among 159 senior English majors and focused on the relationship between metacognitive strategies and English writing. Results of the study indicate that： the employment of metacognitive strategies by the subjects in EFL writing was at the level of somewhat or often,with ＂self-monitoring＂ and ＂centering learning＂ being the most frequently employed ones while ＂self-evaluating＂ and ＂arranging and planning＂ the less frequently employed; among the three different groups of writing achievers （low, moderate, and high）, significant differences were found with respect to their employment of ＂self-evaluating＂,＂center- ing learning＂ , and ＂self-monitoring＂ while no significant difference was found regarding their employment of ＂arranging and planning＂; the correlation analysis indicates that three metacognitive strategies, namely ＂self-evaluating＂, ＂centering learning＂, and ＂self-monitoring＇, are dominant factors affecting EFL writing.