（教育学专业论文）高中英语写作教学中元认知策略培训的实验研究.pdf

高中英语写作教学中元认知策略培训的实高中英语写作教学中元认知策略培训的实验验研究研究 学位类型学位类型 ： 学术型学位 学科学科 （专业学位类别）（专业学位类别） ： 教育学 作者姓名作者姓名 ： 廖琼 作者学号作者学号 ： 09011402009 导 师 姓 名 及 职 称导 师 姓 名 及 职 称 ： 陈意德 副教授 实践导师姓名及职称实践导师姓名及职称 ： 学院名称学院名称 ： 教育学院 论 文 提 交 日 期论 文 提 交 日 期 ： 2012 年 6 月 1 日 学 位 授 予 单 位学 位 授 予 单 位 ： 湖 南 科 技 大 学 an experimental study of metacognitive strategy training in high school english writing instruction type of degree academic degree discipline pedagogy candidate liao qiong student number 09011402009 supervisor and professional title associate professor chen yide practice mentor and professional title school the school of education date 2012-06-01 university hunan university of science and technology 学位论文原创性声明学位论文原创性声明 本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。 对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。 作者签名： 日期： 年 月 日 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。 本人授权湖南科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 涉密论文按学校规定处理。 作者签名： 日期： 年 月 日 导师签名： 日期： 年 月 日 i acknowledgements first of all，i would like to convey my scholarly indebtedness to all the professors, for they have productively influenced me during the period of advanced studies for the degree of master of education. their brilliant lectures contribute to my good preparation for the thought of my thesis. i am positively grateful to my supervisor, professor chen yide, for her patient and professional guidance, constant encouragement as well as intelligent enlightenment, which greatly benefit me. then i should express my sincere appreciation to my friends, zeng rifang, yangyi, liu shisi, peng can and zhang jiejing for providing me with some valuable advice as well as many important materials and assisting me during the period of carrying out questionnaires and tests. in addition, i also extend my great thanks to my students in chaling no. 1 middle school for their enthusiastic assistance, to which my collection of the data needed for my thesis attributes. finally, i want to appreciate my family for their emotional and economic support, which makes me persist in writing my thesis and finish it on time. ii abstract since the later 1970s, a gradual but marked shift from teaching methods to learning strategies has taken place in the field of language acquisition research. language learning strategy and its instruction has turned into a hotspot issue of foreign language teaching. and among all the learning strategies, metacognitive strategy has a pivotal role which fills a unique niche in the self-regulatory phylum that enables individuals to coordinate their own learning process. recent years more and more foreign language researchers have recognized the positive roles of metacognitive strategy instruction on second language learning. however, limited empirical research has been conducted to investigate the relationship between metacognitive strategy training and second language writing learning, especially in high school. therefore, the author of this case study from the perspective of blending training into classroom carries out the targeted english writing metacognitive strategy training. a questionnaire is administered by the author to investigate the metacognitive awareness and knowledge of the 50 students, who comes from grade one in no.1 middle school in chaling, hunan province, as the experiment subjects. the survey result shows that they seldom use metacognitive strategies, especially planning and evaluating strategies. at the same time, a writing test will be also given among them. after that, the author begins to carry out the 18-week writing training. at the end of this training, the same questionnaire and a post-writing test are distributed to students to examine the subjects employment of metacognitive strategies in writing learningdata collected from the research is analyzed by spss 13.0. qualitative research method like survey report is also used to explore learners english writing learning autonomy variation. this research puts the metacognitive strategy training into a topic writing practicing, focusing on solving the following three questions: how to carry out the metacognitive strategy training in high school english writing instruction? will the metacognitive strategy training contribute to strengthen students metacognitive awareness? will the metacognitive iii strategy training contribute to improve students writing performance? the training process includes: (1) imparting metacognitive knowledge so as to improve students metacognitive awareness; (2) making a writing plan before writing; (3) directing students to self-monitoring while writing; (4) self-evaluating, peer-evaluating and teacher-evaluating after writing. data analysis shows that: (1) the experiment carries out the training through focusing on the three steps: before, during and after writing, which promotes to enhance students metacognitive awareness, and improve their writing proficiency; (2) among the high, medium, and low level writers, low level ones get the most benefits from the training, especially in using planning strategies. the study believes that integrating appropriate metacognitive strategy training into writing teaching can strengthen students metacognitive awareness and improve their writing proficiency, and has certain positive effect on promoting learners autonomy independence. key words: metacognitive strategies; high school students; english writing; strategy training iv 摘摘 要要 从上世纪七十年代末开始，语言教学研究的重点从教学法转向对学习者策略的研究，语言学习策略及相关的培训研究已成为外语界的热点问题。在所有的语言学习策略中，元认知策略起最关键的作用，它是学习者用来整合与调节自身学习过程的策略。近年来越来越多外语研究者开始认识到元认知策略培训对第二语言学习能产生积极的作用，并运用相关理论指导教学和研究。但是，目前将元认知策略培训运用于英语写作学习的研究并不多, 运用于高中英语写作学习的研究更是鲜见。 本文从课堂融入性培训的角度，采用实证研究的方法，有针对性地对学生进行英语写作元认知策略的培训。 实验对象是来自湖南省株洲市茶陵县第一中学高一年级的 50位学生。首先，培训前对这些学生进行元认知策略使用情况调查，结果表明他们很少在英语写作学习中使用元认知策略，尤其是计划策略和评价策略。同时进行了一次写作测试。在此基础上，对他们进行为期十八周的写作培训。培训结束后，再次采用调查问卷与写作测试来收集学生策略使用情况与写作水平等相关信息，数据处理分析以 spss 13.0 完成。同时采用调查报告等定性研究来验证该培训对学生写作学习的效果。 本研究将元认知理论渗透于命题写作训练之中，力图解决以下三个问题：如何在高中英语写作教学中展开元认知策略培训？元认知策略培训是否有助于增强学生的元认知意识？元认知策略培训是否有助于促进学生写作水平的提高？运用过程包括： （1）元认知知识的教授以提高学生的元认知意识； （2） 写作前的写作计划制定； （3）写作时的自我调控引导； （4）写作之后的自我评价、同伴评价以及教师评价过程。 数据分析表明： （1）该实验紧扣写作前，写作中，写作后三大环节展开培训，有助于增强学生的元认知意识，提高学生的写作成绩； （2）在高、中、低三档次水平写作者中，低水平写作者获益最大，尤其是在使用计划策略方面。本研究认为，将适当的元认知策略培训融入常规的写作教学中，可以加强学生的元认知意识，提高其写作成绩，对促进学生学习的自主性有一定的积极作用。 关键词：元认知策略；高中生；英语写作；策略培训 湖南科技大学硕士学位论文 contents acknowledgements . i abstract . ii 摘 要 . iv chapter one introduction . 1 1.1 background of the study . 1 1.2 purpose and significance of the study . 4 1.3 framework of the thesis . 6 chapter two literature review . 7 2.1 metacognition theories . 7 2.1.1 definition and classification of metacognition .7 2.1.2 definition and classification of metacognitive knowledge .8 2.1.3 definition and classification of metacognitive strategies .9 2.2 metacognitive strategy as learning strategy . 10 2.3 relation between metacognitive strategies and writing . 12 2.4 relation between metacognitive knowledge and writing . 13 2.5 researches on the metacognitive strategy training in english writing teaching . 14 2.5.1 researches abroad . 15 2.5.2 researches at home . 16 chapter three methodology . 21 3.1 research questions . 21 3.2 research hypothesis . 21 3.3 research subjects . 22 湖南科技大学硕士学位论文 3.4 instruments . 22 3.4.1 questionnaire . 22 3.4.2 writing proficiency tests . 23 3.4.3 diaries . 23 3.4.4 peer review form . 24 3.5 data collection . 24 chapter four research procedure . 27 4.1 pre-experiment investigation and reflection. 27 4.2 goals of experimental instruction for trainee . 32 4.3 an overview of the metacognitive strategy instruction . 32 4.4 training program . 36 4.4.1 promoting students metacognitive awareness . 36 4.4.2 imparting writing planning strategies instruction on students . 42 4.4.3 imparting self-monitoring strategies instruction on students . 46 4.4.4 imparting evaluation strategies instruction on students . 48 4.5 training approaches . 53 4.5.1 questioning oneself . 53 4.5.2 teacher instructing in class . 56 4.5.3 peer teaching after class . 58 4.5.4 group composition studying . 60 4.5.5 writing practice . 61 chapter five data analysis and discussion . 65 5.1 quantitative analysis . 65 5.1.1 analysis and discussion on the results of the two questionnaires . 65 5.1.2 analysis and discussion on the results of the two tests . 69 5.1.3 the impacts on writers with different writing levels. 71 5.2 qualitative analysis . 74 5.2.1 the effectiveness of the metacognitive strategy training on students 湖南科技大学硕士学位论文 metacognitive awareness . 74 5.2.2 the effectiveness of the metacognitive strategy training on students writing proficiency . 80 5.3 discussion . 82 chapter six conclusion . 85 6.1 findings and implications . 85 6.2 limitations and suggestions . 87 bibliography . 91 appendix a: a metacognitive strategy writing questionnaire . 91 appendix b: writing tests . 99 appendix c: evaluative criteria . 101 appendix d: peer review form. 103 appendix e: writing assignments . 105 appendix f: list of metacognitive strategies. 109 appendix g: possible versions . 111 appendix h: a survey report on the training effect . 115 湖南科技大学硕士学位论文 list of tables table 4.1 mean and standard deviation of the metaeognitive writing strategies used by the students.28 table 4.2 means and standard deviation on planning strategy.28 table 4.3 means and standard deviation on monitoring strategy.29 table 4.4 means and standard deviation on evaluating strategy.30 table 4.5 timetable for the 18-week experiment 34 table 5.1 comparison between the two questionnaires about the means and standard devitation.65 table 5.2 paired samples test results of each item score in the ewmsq.67 table5.3 test of normality of the pre-test writing.69 table5.4 test of normality of the post-test writing.69 table5.5 paired samples statistics of the scores of two tests.70 table 5.6 paired samples correlations between the scores of the two tests.70 table 5.7paired samples test results on the scores of the two writing tests.70 table5.8 paired samples data of the two metacognitive strategy questionnaires of hlw, mw, and llw.71 table5.9 paired samples data of the two writing tests of hlw, mw, and llw.72 table5.10 paired samples data of pre- and post-test metacognitive strategies and writing of hlw 72 table5.11paired samples data of pre- and post-test metacognitive strategies and writing of mlw72 table 5.12 paired samples data of pre- and post-test metacognitive strategies and writing of llw.72 table 5.13 mean and standard deviation of the pre- and post-test metacognitive writing strategies used by low level writers.73 湖南科技大学硕士学位论文 - 1 - chapter one introduction this chapter briefly introduces the paper. it includes the following aspects: background, purpose and significance of this study, and framework of the paper. 1.1 background of the study one of the teaching objectives in the new syllabus of high school is “developing writing skill, and cultivating students ability of initially employing english in oral and writing to communicate”. based on this point, educational experts design high school english textbooks with the orchestration of the plates: listening, speaking, reading and writing, which also highlights this purpose. the “listening” and “reading” are the input of information, and “speaking” and “reading” are the output of information. the ability of speaking and reading in a certain sense reflects ones english level. therefore, it is necessary for teachers to consciously carry out the education of writing in the usual teaching among the students. they should make students familiar with the composition of the university entrance exam grading standard, and let the students do mind: that is, the college entrance examination mainly inspects such abilities as follow: observation ability, operation ability, thinking ability and writing ability so as to further change students ideas, and enhance the methods and contents of the writing training. among the comprehensive language application skills, writing has the highest demand on students. it not only requires that students should have sufficient language foundation knowledge but also can properly use the foreign language thinking to express ideas logically and creatively (liu jinming, zeng xiaopeng, 2010). in recent years english written expression topics in the college entrance examination become more and more flexible, and students practical application ability of language has been paid more and more attention to. therefore, to develop and improve high school students writing ability becomes one of the focuses of high english teaching. but in the reality of english teaching, researches on high school instruction based on metacognitive chapter one introduction - 2 - strategy training are relatively few, most students writing proficiency is at the low level stage, and many students fear to write a composition. according to the previous studies, the author finds that among high school students, basic english skills are not solid, and the ability of comprehensively using language is poor; typical “chinglish” english often appears; their articles are not abundant in sentence structures or coherent. so, currently it is a big challenge for both high school students to learn english writing well and for their teachers to impart well. because on the one hand, writing, as a complicated activity, requires students to do several things at the same time, such as: quickly gathering ideas, building sentences with correct grammar in a highly professional way, organizing paragraphs logically and so on, and on the other hand english instruction demands teachers themselves to have the excellent skills in english composition and to be capable of applying appropriate teaching approaches. students in high schools are seldom offered enough appropriate and professional training and practice in english writing, for the traditional teaching model on english composition hardly pays attention to the process of writing, and to much extent emphasizes the results, thats to say, whether students finish compositions excellently or not. consequently, the traditional teaching model is named “result model”. with the guidance of behaviorism theory, the model regards the teaching process as a process of teachers imparting and students receiving. that is to say, displaying the relevant writing knowledge, teachers assist students to write down correct sentences, paragraphs and essays, which makes students compositions imitative of the teachers. it is such a teacher-centered traditional model that teachers first present some model essays， imparting the difficult points of language, sentences and grammar, and demanding students to imitate the model essays, which drives students to consider their writings as a fixed and finial product, instead of a process. although students make every effort they can, the result tends to be disappointing and frustrating. maybe most of them still find it difficult to compose an essay in english after so many years of learning the language. therefore, how to develop students ability of writing is still a demanding and long-term task for high school english teachers. 湖南科技大学硕士学位论文 - 3 - recent years, there has been a noticeable switch in english instruction from a teacher-centered model to a student-centered model. zhang mingxiu (2000) talked about the teaching experience about the fifth and sixth copies of “a new english course” through the teaching steps of the introduction, explaining the text and language practice and so on, and advanced that teachers roles should be changed from leading into the organizer, guider and convenience provider, which was beneficial to the students foreign language communicative competence. hu yinghui (2002) introduced his teaching experience about 1-4 volumes of the new university english professor, and with his experience proved that under the condition of foreign language student-centered teaching mode was successful and viable. xie hong, liu mass (2003), and qu wenjie (2004), they all put forward that the traditional teacher-centered model limited students subjective initiative, and was not conducive to the cultivation of students foreign language communicative competence, and advocated to change the teaching concept with great strength and take student-centered teaching approach. along with the promulgation and implementation of high school english curriculum requirements, high school teaching patter has gradually been changed from the teacher-centered simply imparting knowledge teaching model of to the student-centered autonomous learning model. in the automatic learning process, it is essential for learners to take part in all kinds of cognitive activities including planning, monitoring and evaluation. mocognitive ability is an important factor affecting high students cognitive regulation, and directly affecting the effects of foreign language learning. although over the past twenty years more and more researches on metacognition theories applied in teaching at home and abroad have been done, most researches focused on university students learning. researches on applying metacognitive strategies into high school instruction are relatively lacking, especially into high school english writing instruction. in conclusion, nowadays, learning how to learn is a trend. in 1978 j. h. flavell advanced the idea metacognition, which had attracted great attention from language researchers. it advocated that learners should be autonomous, searching for the advantages and disadvantages of their own, and try to direct themselves during the process of learning. chapter one introduction - 4 - thats to say, for learners, learn how to learn and how to use a foreign language were very important and they were expected to do so. so it is not difficult to see that a learners potential is in studying process, and it can be cultivated through instruction based on met