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Comparative Study between English Reading and Writing Skills from the Perspective of Metacognitive Strategy

Author: ZhangJingJing
Tutor: JinPengZuo
School: North China Electric Power University (Beijing)
Course: Second Language Acquisition
Keywords: Metacognitive strategies Read Writing Comparative analysis
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 84
Quote: 0
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Abstract


In recent years, scholars at home and abroad with a topic of concern to occupy an important position, and how to improve their level of English reading and writing in English teaching for a long. Therefore, affirmed the important role of metacognition in language learning with the study of second language learning strategies, the potential use of metacognitive strategies gradually been recognized. Flavell (Flavell), Kelu Wei (Kluwe), Brown (Brown), Wen Qiufang and Wu and equal number of Chinese and foreign scholars have affirmed the role of metacognitive strategies in promoting foreign language learning. Under the guidance of the metacognitive theory, many scholars were applied to the English reading and English writing, but few of these two processes combine and analyze their differences, especially English professional. The authors use a combination of quantitative research and qualitative research methods, metacognitive strategies questionnaire and then interviews as a measurement tool, North China Electric Power University, College of Foreign Languages ??junior English major undergraduate three classes totaling 60 students experiment use SPSS16.0 subjects research and experiment depicting statistics, correlation analysis, quantitative analysis and qualitative analysis to combine the visit short, focus on English Majors in English reading and writing process of metacognitive strategies draw the following main conclusions: in English reading process, students plan, selective attention, monitoring and evaluation strategies generally at a moderate level, and poor planning and evaluation of policy application; 2, in the English writing process, students four strategies is at a medium level, but the evaluation strategy to apply better reading than English, selective attention and monitoring strategies to master enough; 3, English reading and writing both similar and dynamic, mutually analog The interaction of the two processes. Students reading will try to figure out the main ideas of identity, memories will read the article and as readers to ask themselves in the process of writing. In this study, the results of the current English teaching practical significance. Metacognitive strategies to help students better understand the of legibly change and writing process, understand their own lack of proper selection and use of metacognitive strategies to improve reading and writing skills. Learners can freely use these strategies will be able to truly become the main entry of their own learning.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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