大学英语写作中的自我监控策略培训研究：元认知的视角

论文摘要

自我监控是指学习者在语言学习中检测、查证并更正其语言理解或行为，它是一种基本的元认知策略。研究表明，英语学习者在英语写作过程中会不断监控其写作。然而，通过阅读国内外相关文献，作者发现对英语写作中的自我监控研究十分缺乏，与其相关的实证研究也很少。本文以Krashen的监控假说为基础，提出从元认知角度审视自我监控与英语写作的关系，将自我监控策略培训与英语写作教学相结合，帮助英语学习者提高其英语写作水平。研究旨在回答以下问题：1．自我监控策略是否可以融入到日常大学英语写作教学中；2．自我监控策略培训对大学英语写作水平有什么影响；3．自我监控策略培训是否对不同英语写作水平的学生产生不同的影响；4．学生对自我监控策略培训持什么样的态度。为此，本文作者以元认知理论和维果斯基的最近发展区学说为理论依据，设计了自我监控策略培训模式。研究对象为大学一年级两个自然班级，共120名学生。其中一个自然班60名学生为实验组参加为期一年的以自我监控策略培训为基础的写作教学，另一个班则为对照组，只对其进行常规大学英语写作教学。本研究以英语写作、调查问卷及访谈为研究工具，采用定性和定量相结合的方法分析实验组与对照组实验前后在英语写作方面的差别。研究结果表明，自我监控策略与写作相结合具有可行性和有效性。具体表现为：(1)对比前测和中测自我注解的内容，实验组对其写作表现出更多的责任性和自主性。(2)对比前测和后测成绩，实验组较对照组在内容和结构上有显著提高。(3)对比写作能力低的学生与写作能力高的学生之前后测变化，写作能力低的学生表现出更大进步。本研究有助于中国大学英语教师充分认识自我监控策略与大学英语写作的关系；同时通过展示策略培训模式，提供了大班英语授课中促进同伴交流和协作的有效方式，有助于启发大学英语教师改进写作教学方法，从而帮助学生提高英语写作能力。

论文目录

• 摘要
• Abstract
• Introduction
• Chapter 1 Literature Review
• 1.1 Different Perspectives of Writing
• 1.1.1 Text-Oriented Perspective
• 1.1.2 Reader-Oriented Perspective
• 1.1.3 Writer-Oriented Perspective
• 1.1.4 Metacognitive Perspective
• 1.2 Different Approaches to Writing
• 1.2.1 Product-Based Approach
• 1.2.2 Genre-Based Approach
• 1.2.3 Process-Based Approach
• 1.2.4 Metacognitive-Strategy-Based Approach
• 1.3 A Holistic View on Writing
• 1.3.1 A Comparison of Perspectives and Approaches
• 1.3.2 A Holistic View
• 1.4 Summary
• Chapter 2 Theoretical Foundation
• 2.1 The Monitor Hypothesis
• 2.1.1 Definition
• 2.1.2 Three Types of Monitor
• 2.1.3 Criticisms on Monitor Hypothesis
• 2.1.4 The Concept of Self-monitoring
• 2.2 The Metacognitive Theory
• 2.2.1 Definition of Metacognition
• 2.2.2 Metacognitive Knowledge in Writing
• 2.2.3 Self-monitoring as a Metacognitive Strategy in Writing
• 2.3 The Zone of Proximal Development Theory
• 2.4 Summary
• Chapter 3 A Framework of Self-monitoring Training
• 3.1 Conditions of SM Training
• 3.2 Methods of SM Training
• 3.3 Evaluation of SM Training
• 3.4 Author's Model of SM Training
• 3.5 Summary
• Chapter 4 Research Design
• 4.1 Research Questions and Hypotheses
• 4.2 The Subjects
• 4.3 The Time Span
• 4.4 Instruments
• 4.4.1 Questionnaires
• 4.4.2 Writing Tasks
• 4.4.3 Face-to-face Interviews
• 4.5 Procedure
• 4.5.1 Controlling Irrelevant Variables
• 4.5.2 Raising Students' Awareness of Good Writing
• 4.5.3 Instructing SM Writing
• 4.5.4 Evaluating SM Writing
• 4.6 Data Collection
• 4.7 Summary
• Chapter 5 Results and Discussions
• 5.1 Effects of SM Training on Writing Habits
• 5.1.1 Results from the Questionnaire on Writing Habits
• 5.1.2 Discussion
• 5.1.3 Results from the SM Annotations
• 5.1.4 Discussion
• 5.2 Effects of SM Training on Writing Proficiency
• 5.2.1 Results from the Pretest Writing Tasks
• 5.2.2 Results from the Posttest Writing Tasks
• 5.2.3 Discussion
• 5.3 Effects of SM Training on High-achievers and Low-achievers
• 5.3.1 Results from Comparison of High-achievers
• 5.3.2 Results from Comparison of Low-achievers
• 5.3.3 Discussion
• 5.4 Students' Attitudes towards SM Training
• 5.4.1 Results from the Questionnaire on Students' Attitudes
• 5.4.2 Results from Face-to-face Interviews
• 5.4.3 Discussion
• 5.5 Implications to the Teaching of EFL Writing
• 5.6 Summary
• Conclusion
• Note
• Bibliography
• Appendices
• Appendix 4-1
• Appendix 4-2
• Appendix 4-3
• Appendix 4-4
• Appendix 4-5
• Acknowledgements
• 攻读硕士学位期间主要科研活动状况