（课程与教学论专业论文）非英语专业任务型英语写作中的元认知策略应用研究.pdf

杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 2 学校代码：10346 学科、专业代码：040102 研究生学号： 题目：非英语专业任务型英语写作中的 元认知策略应用研究 on application of metacognitive strategies to task-based english writing instruction for non-english majors 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称） ： 李波扬 教授 委员（姓名、职称） ： 陈家旭 教授 邵俊宗 教授 张耀朗 副教授 谢 萍 副教授 学位授予单位： 杭州师范大学 论文答辩日期： 2008 年 6 月 5 日 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 3 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行 的研究工作及取得的研究成果。尽我所知，除了文中特别以 标注和致谢的地方外，论文中不包括其他人已经发表或撰写 过的研究成果。对本研究做过贡献的老师和同学均己在论文 中作了明确的说明并表示了谢意。 日 期： 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、使用学位论文的 规定，即：学校有权保留送交论文的复印件，允许论文被查 阅和借阅;学校可以公布论文的全部或部分内容， 可以采用影 印、缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 4 on application of metacognitive strategies to task-based english writing instruction for non-english majors 非英语专业任务型英语写作中的非英语专业任务型英语写作中的 元认知策略应用研究元认知策略应用研究 lin xiezhen supervisor professor zhong shouman a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china april, 2008 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 5 acknowledgements i feel much appreciated to lots of people who have either instructed or encouraged me in the course of writing this thesis. firstly, i am especially grateful to my supervisor, prof. zhong shouman, who has been patiently guiding me in my academic research and constantly encouraging me from beginning to end during my thesis writing. i extend my most sincere gratitude to prof. zhong. without his professional guidance, insightful advice, critical suggestion, kind encouragement, and consistent support, this thesis would not have been accomplished. secondly, i am deeply indebted to prof. ni chuanbin from nanjing normal university, who gave me valuable help and advice in statistical analysis. and my sincere thanks also go to prof. du peiling from hong kong university, who gave me advice in the diction of the thesis. thirdly, i am grateful to all the other professors and instructors in this school, whose valuable courses and advice have benefited me to a large extent during my three-year graduate program. last but not the least, i would like to express my cordial thanks to my dear families and friends for their valuable encouragement and substantial support during my study. thanks for all! 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 6 abstract the teaching of english writing at the college level is currently the focus of much concern, and it is also one of the difficult domains for the learners to struggle for improvement. so far, considerable researches have been done in this area. however, there are still controversies as to the optimal ways to teach english writing, especially for those non-english majors. after flavell (1979) proposing the conception of metacognition, linguists pay great attention to one of its subdivision, metacognitive strategies. lots of researches have been done on the topics of relation between sla and metacognitive strategies. and recent researches demonstrate the important role of metacognitive strategies in language learning and suggest a potential link between metacognitive strategies and writing performance. oxford (1990) systematically delineates how to apply metacognitive strategies to writing skills in three aspects. however, fewer studies have been done on the relationship between detailed variables of metacognitive strategies and english writing performance for the non-english majors. whats more, task-based writing instruction greatly enlightens us in english writing instruction. jane willis (1996) proposes the typical and widely accepted procedures of tbi writing, i.e. procedures of pre-task, task cycle, and language focus. the present research explored the application of metacognitive strategies to task-based english writing instruction for those non-english majors. as enlightened by oxfords (1990) view of metacognitive strategies in english writing, english writing metacognitive strategies were divided into three variables in the present research, but with different terms, i.e. conceptive strategies, language application strategies, and assessment strategies. and jane willis (1996) views greatly inspires the present task-based english writing instruction, which subsumes three major components, i.e. writing in step of “pre-task”, writing in step of “task-cycle”, and writing in step of “language focus”. the author adopted the questionnaires, interview, and students scores of english 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 7 writing performance as data collection techniques, and analyzed them with the application of the software excel 2000 and spss 15.0. through one semester of metacognitive strategies training in task-based english writing instruction for those non-english majors, this study attempted to clarify the relationship between three different variables of metacognitive strategies and students english writing performance by explaining whether the application of metacognitive strategies to task-based english writing instruction (shortened as amstbi) can raise students awareness of metacognitive strategies and enhance their english writing performance. this research aimed to answer the following questions: (1)whether learners awareness of metacognitive strategies could be raised? (2)whether learners awareness of applying english writing metacognitive strategies (i.e. conceptive strategies, language application strategies, and assessment strategies) could be enhanced? (3)whether amstbi could improve the learners english writing performance? the following findings were got after analyzing the results in both quantitative and qualitative ways. first, learners awareness of metacognitive strategies was raised to a great extent. second, learners awareness of using different english writing metacognitive strategies was also enhanced to a large degree. third, amstbi could improve the learners english writing performance, especially for those low achievers. furthermore, high achievers were more sensitive to the application of english writing metacognitive strategies after training; however, their english writing performance was only improved with a small margin comparing with that of low achievers. this thesis consists of six chapters. chapter 1 is an introduction. chapter 2 is literature review. chapter 3 is theoretical consideration. chapter 4 presents the methodology. chapter 5 is data presentation and analysis. chapter 6 is a summary. key words: task-based writing instruction, metacognitive strategies, non-english majors amstbi : the application of metacognitive strategies to task-based english writing instruction 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 8 摘要摘要 大学英语写作教学是大学英语教学领域中备受关注的问题， 英语写作成绩也 是比较难提高的一个方面。迄今为止，有过不少关于大学英语写作教学方面的研 究成果，但在“如何教写作” 、 “如何提高学生的写作成绩”方面，教师和科研人 员意见不一。 flavell(1979)提出“元认知” 概念之后， 语言学家们花了很大精力探讨了 “元 认知策略” ，取得了许多关于二语习得与元认知策略关系方面的研究成果。诸多 学者认为，元认知策略在语言学习过程中起着重要的作用，且与语言写作有密切 关系（o malley oxford, 1990; devine, 1993; kasper, 1997） 。 oxford 分三个方面系统地从理论上分析了如何将元认知策略应用到英语写作教 学中去， 但目前尚缺少结合不同英语写作元认知策略与非英语专业学生写作成绩 之间关系的研究成果。 任务型教学法在英语写作教学上的应用也给我们带来诸多 启示。jane willis (1996)提出了为众多研究者所接受的任务型写作教学的经典模 式，即分为任务前、任务环、语言聚焦等三个阶段的模式。 本研究将元认知策略应用融入到非英语专业学生任务型英语写作教学模式 中进行探讨。 受 oxford (1990)启发， 本研究的英语写作元认知策略分为构思策略、 语言应用策略、修改评估策略三个方面，同时参考了 jane willis (1996)的有关任 务型写作教学过程的任务前、任务环、语言聚焦三个阶段的研究成果。 本研究采用问卷调查、 对象采访、 学生的英语写作成绩分析等方式搜集数据， 辅以 excel 2000 和 spss 15.0 等软件进行分析。通过对非英语专业学生进行一 个学期的元认知策略训练，收集相关资料，来探讨不同英语写作元认知策略与英 语写作成绩之间的关系； 探索在任务型英语写作教学模式中所进行的元认知策略 训练是否增强学生对各种英语写作元认知策略的应用意识； 并进一步研究是否提 高了他们的英语写作成绩。 本论文主要回答了以下三个研究问题： （1）学生的元认知策略意识是否有所增强？ （2）学生对各种英语写作元认知策略（即构思策略、语言应用策略、修改 评估策略）的应用意识是否有所提高？ （3）amstbi 是否能够提高学生的英语写作成绩？ 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 9 通过定性与定量分析相结合的方法，本研究发现：元认知策略训练在很大程 度上增强了非英语专业学生的元认知策略意识； 学生对各种英语写作元认知策略 的应用意识也有很大的提高； amstbi 能够增强学生的英语写作水平， 特别是对 低分组学生写作成绩的提高有很大的帮助。 同时发现训练后高分组学生虽然对各 种英语写作元认知策略的应用比较敏感，他们写作成绩的提高幅度没有低分组 大。 本论文由六章组成。第一章是绪论，主要介绍本研究的选题背景、目的和意 义、以及论文的框架；第二章是与本研究有关的文献综述，包括具有代表性的英 语写作教学理论， 任务型英语写作教学研究成果和与元认知策略理论有关的研究 成果；第三章是对本研究的理论思考，包括任务型英语写作教学模式，各种英语 写作元认知策略，及 amstbi 的必要性与理论框架；第四章中提出研究问题， 介绍实验对象、研究工具与方式，以及英语写作元认知策略训练项目；第五章主 要结合第四章所提出的研究问题，对所收集的资料进行定性与定量的分析与讨 论；在第六章中对研究结果作综合讨论，分析了本研究的发现与不足，并提出了 进一步研究的建议。 关键词：关键词：任务型写作教学法；元认知策略；非英语专业学生 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 10 contents acknowledgements.i abstract.ii 摘要摘要.iv list of tables. ix list of figure.ix abbreviations.x chapter 1 introduction. 1 1.1 the background. 1 1.2 the general description of this research. 2 1.3 the significance. 4 1.4 the organization.5 chapter 2 literature review.7 2.1 representative approaches of teaching english writing.7 2.2 researches on task-based instruction.9 2.2.1 definitions of “task”.9 2.2.2 researches on task-based instruction.9 2.2.3 jane willis framework of task-based instruction.11 2.3 researches on metacognitive strategies. 12 2.3.1 definition and classification of metacognitive strategies.12 2.3.2 researches on metacognitive strategies in english writing.15 2.3.3 oxfords framework of metacognitive strategies in english writing.18 chapter 3 theoretical consideration. 20 3.1 framework of task-based english writing instruction.20 3.1.1 english writing in stage of “pre-task”.21 3.1.2 english writing in stage of “task-cycle”.22 3.1.3 english writing in stage of “language focus”. 23 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 11 3.2 different variables of metacognitive strategies in english writing.24 3.2.1 conceptive strategies.24 3.2.2 language application strategies.24 3.2.3 assessment strategies.24 3.3 the application of metacognitive strategies to task-based english writing instruction.25 3.3.1 the necessity of the amstbi. 25 3.3.2 the framework of the amstbi. 27 chapter 4 the methodology.28 4.1 research questions and hypotheses.28 4.2 subjects. 28 4.3 instruments.28 4.4 procedures.31 4.4.1 pre-tests. 31 4.4.2 training. 32 4.4.3 post-tests.32 4.5 training program.33 4.5.1 pre-task: developing writers awareness of metacognitive strategies. 34 4.5.2 task-cycle: monitoring english writing behaviors.35 4.5.3 language focus: assessing english writing performance.36 chapter 5 data presentation and analysis. 40 5.1 quantitative analysis. 40 5.1.1 statistics of the metacognitive strategy questionnaire.40 5.1.2 statistics of the english writing metacognitive strategy questionnaire. 42 5.1.3 statistics of the english writing proficiency tests. 44 5.2 qualitative analysis. 48 5.3 discussion. 49 5.3.1 findings. 49 5.3.2 further focus.51 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 12 chapter 6 conclusion.53 6.1 implications.53 6.1.1 raising students motivation. 53 6.1.2 developing students autonomy.54 6.1.3 enhancing students cooperative spirit and critical mind. 55 6.2 limitations. 56 6.3 suggestions.57 6.3.1 the feasibility of amstbi in english writing classroom. 57 6.3.2 supportive environment should be provided for the students.58 6.3.3 some practical suggestions for further researches.59 references.60 appendix 1 metacognitive strategy questionnaire.64 appendix 2 english writing metacognitive strategy questionnaire. 65 appendix 3 questions in the interview of amstbi. 66 appendix 4 topics of english writing proficiency tests.67 appendix 5 criteria of cet-4 writing assessment.68 appendix 6 statistics of different metacognitive strategies (pre / post course).69 appendix 7 statistics of english writing performance of eg and cg.72 appendix 8 statistics of english writing performance of ha and la.73 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知策略应用研究 13 list of tables 1. table 2.l contrast among the three writing approaches 8 2. table 3.1 a framework of task-based english writing instruction 20 3. table 4.1 criteria of cet-4 writing assessment.37 4. table 4.2 form of peer-evaluation (cited from wei li, 2005). 38 5. table 5.1 reliability statistics of msq (pilot study).40 6. table 5.2 comparison of eg and cgs employment of sq (pre-test).41 7. table 5.3 comparison of eg and cgs employment of msq (post-test).42 8. table 5.4 reliability statistics of ewmsq (pilot study).42 9. table 5.5 comparison of eg and cgs employment of ewmsq (pre-test).43 10. table 5.6 comparison of eg and cgs employment of ewmsq (post-test).43 11. table 5.7 comparison of eg and cgs english writing performance (pre- and post tests).44 12. table 5.8 comparison of english writing performance of eg-ha and cg-ha (pre- and post tests).46 13. table 5.9 comparison of english writing performance of eg-la and cg-la (pre- and post tests).47 list of figure 1. figure 3.1 framework of amstbi.27 杭州师范大学硕士学位论文 非英语专业任务型英语写作中的元认知