学位论文 > 优秀研究生学位论文题录展示

元认知策略对非英语专业大学生英语写作自我效能感的影响

作　者: 崔星
导　师: 郭锦辉
学　校: 沈阳师范大学
专　业: 学科教学
关键词: 英语写作自我效能感元认知策略大学英语写作
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 119次
引　用: 0次
阅　读: 论文下载

内容摘要

如今,在二语习得研究领域中,学习策略是学生为了提高二语技能而采取的行动、行为、步骤和方法。元认知策略作为学习策略的一种,已普遍被学者认为是一种较高层次的语言学习技能,而且在语言学习过程中起到至关重要的作用。自我效能感是个体在执行某一行为操作之前对自己能够在什么水平上完成该行为活动所具有的信念、判断或主体自我把握与感受(Bandura,1986)。英语写作自我效能感是指学生在从事英语写作活动时对自己写作能力进行的推测与判断。作为认知方式的一种,自我效能感也会受到学习策略的影响。本文旨在对非英语专业大学生元认知策略的培训对英语写作自我效能感的影响来探索二者的关系。本研究以沈阳师范大学非英语专业两个自然班的大一新生为研究对象进行研究。研究工具包括调查问卷、访谈及对学生大学英语写作的前测和后测。入学后新生进行摸底英语考试,选择总平均成绩和写作单科成绩无明显差异的两个班级作为本实验的实验班和控制班。实验班接受写作课堂上的元认知策略培训；控制班不接受任何形式的策略培训。教师在教学期间起到引导、实施策略及监控的作用。通过对问卷调查、访谈及写作成绩进行的定性与定量分析,本研究发现如下成果：(1)实验前,两班学生元认知策略使用情况和写作自我效能感都处在较低水平。通过15个教学周的培训,两班学生的元认知策略使用情况和写作自我效能感都得到了提高。但实验班学生的提高幅度远大于控制班学生,从而证实了元认知策略对写作自我效能感有影响。(2)受训后,两个班的学生的写作成绩都有明显的提高,但实验班学生的写作成绩远高于控制班学生的写作成绩,从而证明自我效能感的提高对写作成绩有影响。(3)大多数实验班的学生肯定了元认知策略培训的作用,认为元认知策略培训有效提高了他们的写作自我效能感和写作成绩。

全文目录

Acknowledgements  6-7
摘要  7-8
Abstract  8-10
Abbreviations  10-11
List of Tables  11-13
Contents  13-17
Chapter One Introduction  17-22
  1.1 The Background of the Research  17-19
  1.2 The Purposes and Significance of the Research  19-20
  1.3 An Overview of the Thesis  20-22
Chapter Two Literature Review  22-46
  2.1 Bandura's Self-efficacy Theory  22-34
    2.1.1 Definitions of Self-efficacy  22-24
    2.1.2 Sources of Self-efficacy  24-26
    2.1.3 The Roles of Self-efficacy  26-29
    2.1.4 English Self-efficacy and SLA Achievement  29-30
    2.1.5 Writing Self-efficacy  30
    2.1.6 Related Studies on Self-efficacy at Home and Abroad  30-34
      2.1.6.1 Studies Abroad  30-33
      2.1.6.2 Domestic Studies  33-34
  2.2 Language Learning Strategies  34-39
    2.2.1 Definitions of Language Learning Strategies  34-35
    2.2.2 Classifcations of Language Learning Strategies  35-39
  2.3 Metacognitive Strategies  39-45
    2.3.1 Definitions of Metacognition  39-40
    2.3.2 Definitions of Metacognitive Strategies  40-41
    2.3.3 Classifications of Metacognitive Strategies  41-42
    2.3.4 Related Studies on Metacognitive Strategies at Home and Abroad  42-45
      2.3.4.1 Studies Abroad  42-44
      2.3.4.2 Studies at Home  44-45
  2.4 Summary  45-46
Chapter Three Research Methodology  46-56
  3.1 Research Purpose  46-47
  3.2 Research Design  47-54
    3.2.1 Subjects  47
    3.2.2 Instruments  47-50
      3.2.2.1 Questionnaires  47-49
      3.2.2.2 Interviews  49
      3.2.2.3 Writing Tasks and Writing Assessment  49-50
    3.2.3 Procedures  50-54
      3.2.3.1 Pre-test  50
      3.2.3.2 Interview  50-51
      3.2.3.3 Metacognitive Strategy Training  51-54
      3.2.3.4 Assessment and Feedback  54
      3.2.3.5 Post-test and Interview  54
  3.3 Summary  54-56
Chapter Four Data Collection and Analysis  56-80
  4.1 Results and Analysis of Questionnaires  56-72
    4.1.1 Results of Metacognitive Strategies  56-66
      4.1.1.1 Comparisons of Metacognitive Strategies before Training  56-58
      4.1.1.2 Comparisons of Metacognitive Strategies after Training  58-61
      4.1.1.3 Comparisons of Writing Scores between Classes  61-65
      4.1.1.4 Correlation between Metacognitive Strategies and Writing Achievement  65-66
    4.1.2 Results of Writing Self-efficacy  66-71
      4.1.2.1 Comparisons of Writing Self-efficacy before Training  66-67
      4.1.2.2 Comparisons of Writing Self-efficacy after Training  67-70
      4.1.2.3 Correlations between Writing Self-efficacy and Writing Achievement  70-71
    4.1.3 The Influence of Metacognitive Strategies on Writing Self-efficacy  71-72
  4.2 Results and Analysis of the Interviews  72-78
    4.2.1 Contents of Interviews  72-73
    4.2.2 Results of Interviews  73-78
  4.3 Summary  78-80
Chapter Five Conclusion  80-89
  5.1 Summary of the Findings  80-81
  5.2 Suggestions and Implications  81-87
    5.2.1 Suggestions and Implications for Developing Metacognitive Strategies  82-84
      5.2.1.1 Raising Metacognitive Strategy Conscience  82-83
      5.2.1.2 Strengthening Metacognitive Strategy Use  83-84
    5.2.2 Implications for Enhancing English Self-efficacy  84-87
      5.2.2.1 Experiencing Success  85
      5.2.2.2 Establishing Success Models  85-86
      5.2.2.3 Positive Persuasions  86-87
      5.2.2.4 Using Metacognitive Strategies  87
  5.3 Limitations  87-89
References  89-96
Appendix 1 元认知策略及其运用情况调查表  96-98
Appendix 2 英语写作自我效能感问卷  98

元认知策略对非英语专业大学生英语写作自我效能感的影响

内容摘要

全文目录

相似论文