摘要
本研究以自我监控理论和写作认知理论为基础，对中国英语学习者的写作水平进行了一项实证研究。通过一个学年的历时调查我们发现，学习者通过在写作过程中运用诸如加注、图表结构、记忆术、检查表等自我监控策略，在外语写作的多个方面获得了显著提升，其中包括有效地提高了写作水平；既能关注到语言表层错误，又能关注到文章内容、文章结构等整体因素；写作动机、写作兴趣和写作态度等非认知因素都得到了激发。
Based on Zimmerman's Self-regulation Theory and Cognitive Theory,the present study was carried out on the application of self-regulated learning in college EFL writing process with the purpose of improving the students' writing proficiency.The result shows that self-regulation in writing process: 1) helps learners' improvement on writing proficiency;2) prompts learners not only to pay attention to literary mistakes,but also begin to focus on content,structure,and other comprehensive factors;3) helps learners' development of non-cognitive qualities.Their motivations,interests and positive attitudes towards writing have been triggered,which in turn promote their attentions,emotions and motivations.
出处
《当代外语研究》
2011年第8期30-35,61,共6页
Contemporary Foreign Language Studies
基金
重庆市教委2008年教改项目“信息时代大学英语混合式教学模式研究与实践”(项目编号0832002)的阶段性成果之一
