英语写作教学中学生的元认知特征研究——知识、体验与策略

Impacts of Metacognitive Instruction on College Students' EFL Writing Metacognitive Features:Knowledge,Experiences and Strategies

本文通过主题分析的方法,深入研究56名学生的叙事文本,描述和分析了他们在元认知教学活动中呈现出的英语写作元认知特征。实验组学生的元认知知识、体验和策略优于对照组。他们的任务知识、策略知识以及主体知识更多元,认知体验更丰富,有"写作即思维"的意识。此外,元认知写作教学加强了学生写作元认知策略的应用,使其能够比较客观自如地评估自己的写作过程。研究结果表明英语写作教学不仅要关注学生的语言学习,还要帮助学生提高其写作元认知能力。本研究对我国大学生的英语写作元认知研究和教学具有启示意义。

The study explores the metacognitive features of 56 college students by analyzing their narrative accounts of EFL writing experiences.The teacher/researcher intentionally engaged the students of experimental group in metacognitive activities. The data from both experimental and control groups were processed and analyzed according to the theme of the students’ narrative accounts. The findings reveal that the students in the experiment group showed a larger number and variety of metacognitive knowledge, experiences and strategies than their counterparts in the control group.Particularly, the former conducted more multitasks,used more strategies and had more self-awareness and accumulated more cognitive experiences.It is proved that English writing metacognitive instruction has enhanced the students’ use of metacognitive strategies,such as self-reflection and self-evaluation of their writing process. It is suggested that EFL writing teachers not only focus on students’ English language learning but also help students enhance their writing metacognition. The study is expected to shed lights on college EFL writing instruction and metacognition studies as well in China and other similar EFL contexts.