不同英语水平者写作成绩与元认知成分的相关性——一项基于分级教学的研究

Correlation between Different-English-level-learners' Writing Performance and Metacognitive Components: An Empirical Study on Level-based Teaching

通过15周的英语写作元认知训练,借助问卷调查以及写作测试,来探索不同英语水平者的写作成绩与其元认知能力之间的相关性,旨在证明大学英语分级教学中应用元认知理论的意义。研究结果表明,对于三种英语水平(高、中、低)的学习者来说,他们的元认知能力与写作成绩成正相关,这对大学英语写作教学实践有着重要启示。

Through a 15 -week EFL writing metacognitive training, by means of questionnaires and writing tests, the paper explores the correlation between different - English - level - learners＇ writing performance and meta-cognitive components, aiming to prove the importance of the application of metaeognitive theory to level - based college English teaching. The research results show that three - English - level - learners＇ （ higher, medium, lower） metacognitive ability and their writing performance are positively correlated, which has significant pedagogical implieations for college English teaching.