基于CALLA与元认知策略的高职英语写作教学探究——以川南幼儿师范高等专科学校公共英语教学为例

Research on English Composition Teaching in Higher Vocational Colleges Based on CALLA and Metacognitive Strategies——A Case Study of Public English Teaching in South Sichuan Preschool Education College

英语写作教学历来是英语教学的一个难点。随着认知心理学的发展,元认知理论进入教育教学领域,这为英语写作教学提供了新的视角。元认知理论主要包括元认知知识和元认知策略。在所有的学习策略中,元认知策略是一种高阶控制技能,一旦掌握了元认知策略,学生的学习独立性和自主性增强,有能力对学习过程进行计划、监控和评估,从而成为高效的学习者。笔者以高职学生为样本进行的元认知策略写作教学实证研究,旨在探讨元认知策略训练对学生写作成绩的影响,从而强化英语写作的策略素养,培养学生的自控和评估能力,借此为高职英语教师写作教学提供一种可选方案。

English composition teaching has always been a difficult problem in English teaching. With the development of cognitive psychology, metacognitive theory has entered the field of education and teaching, which provides a new perspective for English composition teaching. Metacognitive theory mainly includes metacognitive knowledge and metacognitive strategies. In all learning strategies, metacognitive strategies are a control skill in high level. Once metacognitive strategies are mastered, students＇ learning independence and autonomy are enhanced, and they have the ability to plan, monitor and evaluate the learning process, thus becoming efficient learners. The empirical study of metacognitive strategy composition teaching based on the sample of higher vocational students aims to explore the influence of metacognitive strategy training on students＇ writing performance, so as to strengthen the strategic literacy of English writing and to cultivate the students＇ ability to monitor and evaluate them. This provides a preferred teaching method for English teachers in higher vocational colleges.