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A Study on the Application of Metacognitive Theory in the English Writing Teaching

Author: KongFanXing
Tutor: LiuMengLan
School: Northeast Forestry University
Course: English Language and Literature
Keywords: Metacognitive Independent study English Writing Metacognitive training
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 94
Quote: 0
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Abstract

The new College English Professional English syllabus clearly should develop students' ability to acquire knowledge, ability to use knowledge, ability to analyze problems, independent insights and innovative capacity (College English Professional English Syllabus Revision Notes ). As a teacher, the task is no longer just to equip students with knowledge, but more important is the ability to develop their own learning. In all learning strategies, metacognitive strategies is a high-level strategy. Affirmed the important role of metacognition in language learning with the study of second language learning strategies, the potential for use of metacognitive strategies have gradually been recognized. Many studies confirm that metacognitive strategy is a high-level language learning management skills, it has an extremely important role in language learning. Develop metacognitive strategies, contribute to the improvement of language learning. However, the training and teaching of metacognitive strategies combining the teaching of writing is a combination of training and research is still scarce, the relationship between metacognitive strategies and English Writing empirical research is still rare, as a meta-cognitive theory based teaching mode is also the lack of development and validation, this study aims by means of metacognitive strategy training, the training of metacognitive strategies and writing combined as an entry point to promote the internalization of the students' knowledge of the language, students English writing and language learning occurs conceptual change, change from passive learning to active learning, in order to promote the improvement of students' writing skills and English proficiency. In this study, training students from five aspects metacognitive writing strategies: to develop students' metacognitive awareness; learn learning plans and arrangements; monitoring the learning process; evaluation of learning as well as on the process of writing effective writing strategy selection. This study is empirical research, the metacognitive training teaching, research the main author of this article and Cambridge College, Heilongjiang Province, and Cheng faculty collaboration Suihua, Heilongjiang Province, Department of Foreign Languages, 2007 73 students (of which 37 were experimental group , and 36 control group), Heilongjiang University of Cambridge Department of Foreign Languages ??2007 Business English 64 students (33 of them called the experimental group and 31 control group), Harbin Normal University, Cheng Institute of Foreign Languages ??Department ordered 68 students (34 called the experimental group and 34 control group). The experimental group and control group follow the normal curriculum of four lessons a week for five months. Experimental group accept metacognitive strategy training in the learning process. Study to answer the following four questions: 1) meta-cognitive training can improve metacognitive awareness of English majors; 2) whether the training can improve students' writing skills; 3) training can improve the language proficiency of students; 4) what are the differences between successful writers and unsuccessful writer. In short, its purpose is to develop students 'self-learning ability, enhance students' metacognitive awareness, the ability to promote the use of metacognitive strategies, and lay a solid foundation for their lifelong learning.

A Study on the Application of Metacognitive Theory in the English Writing Teaching

Abstract

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