本科优秀英语习作者元认知能力及其表征:个案分析

Representations of Meta-cognition in EFL Writing: Stories from Two Successful Learners

现有研究多采用量化和实证的方法,较多地关注元认知策略及其与学习者英语写作水平的关系和影响,而极少关注学习者作为个体的人的综合元认知能力及表现。文章采用半结构访谈、口语报告法,结合现有二语写作元认知理论与实证研究的有关成果,尤其是吴红云(2006)、姜英杰(2007)二语写作的元认知理论与实证的研究,对两名优秀的英语学习者大学在读期间的英文习作学习经历、写作实践等英文写作中感知到的元认知情况进行质性分析,探析成功二语写作学习者的元认知能力及策略的具象化个体差异。

For many years, studies in EFL learners＇ writing in China's Mainland are mainly quantitative and are focusing on learners＇ identifiable meta-cognitive strategy use and its relation to learners＇ English proficiency level, while less significance has been attached to the learner＇s individual differences in the complexity of meta-cognitive clues resided in their brains. This study looks at the two successful undergraduate learners＇ English writing experiences and their reflections based on recorded interviews during the first two years at a university, with an attempt to go into more details as to how the subtleties of meta-cognitive knowledge and experience is evolving and interweaving within our human brains.