影响大学生英语写作成绩的元认知策略因素分析

An Analysis on Metacognitive Strategies Affecting English Writing

本研究运用二语写作元认知策略理论对英语专业学生进行英语写作元认知策略培训显示:(1)元认知策略培训前,实验组和对照组之间高、中、低分组在元认知策略使用水平、写作成绩上不存在差异;培训结束之后实验组里高、中分组策略使用水平有明显提高,低分组策略使用水平没有明显提高;(2)配对t检验显示实验组与对照组之间高、中分组写作成绩存在差别,其差别具有统计学意义,低分组之间写作成绩不存在差别;(3)多元回归分析显示元认知策略中事先计划、选择注意、自我监控策略是影响英语写作成绩的主要因素。研究结论认为教师在英语写作教学中要加强元认知策略的培训,特别是对英语写作成绩有影响的事先计划、选择注意和自我监控策略的培训。

This study aims to investigate the metacognitve strategies that affect English writing by accumulating the data from an empirical study of 84 English majors. The results indicate that the frequencies of metacognitive strategies of successful and intermediate learners in experimental group have significantly improved whereas the controlled group remains unchanged. Significant statistical differences in writing scores exist in successful and intermediate learners between experimental and controlled groups, which show that advanced planning, selective attention and self-monitoring are influential factors affecting learners＇ English writing.