【作者】 刘静；

【导师】 肖越海；

【作者基本信息】 湖南师范大学 ， 学科教学（英语）（专业学位）， 2022， 硕士

【摘要】 虽然英语写作受到中国教师和学生的越来越多的重视,但是结合相关文献和高中生写作教学现状来看,写作教学并没有达到理想的效果,高中生在英语写作的过程中存在许多问题。导致这些问题发生的原因之一是高中生对元认知策略的使用不足。国内外关于元认知策略的研究成果丰硕,同时元认知策略应用于英语写作中的研究得到了许多学者的关注,但大部分研究的研究对象是大学生,而且关于不同年级的高中生的对比研究较少。因此本论文致力于对比研究不同年级的高中生在元认知策略使用的不同,并且尝试找出这些不同的原因,从而提出相应的教学建议。本研究主要以元认知理论为基础,主要探讨以下两个问题:(1)高一和高二年级高中生在英语写作中元认知策略使用存在多大程度的差异?(2)高一和高二年级高中生在英语写作元认知策略使用中存在哪些相同和不同之处?为什么?为解决以上两个问题,笔者以长沙市的1512名高中生为研究对象(其中高一学生1026名,高二学生486名),向其发放问卷。再从1512名学生中随机抽取8名学生进行访谈,将访谈的内容进行编码处理。问卷和访谈的问题都围绕着高中生英语信件写作展开,最后使用SPSS 23.0对整理的数据进行了处理和分析。主要发现有如下:(1)高一年级和高二年级高中生在英语写作中元认知策略使用存在显著的差异。(2)高一年级和高二年级高中生在英语写作中元认知策略使用的相同点和不同之处有如下:在三个子策略中,高一和高二年级的高中生都更常使用计划策略,更少使用自我评估策略。而且在英语写作中都会碰到词汇选择的困难。高二年级高中生比高一年级高中生在写作中更频繁地使用元认知策略。在计划策略使用方面,高一年级的学生倾向于背诵固定的句型和模板,高二年级的学生则更注重提纲里的内容。在监控策略的使用方面,高二年级的学生会监控整个写作过程,而高一年级学生局限在对语法和词汇的监控。最后,在自我评价策略的使用方面,高二年级的学生会根据写作任务的要求来进行评估,而高一年级的学生较少使用自我评价策略,倾向于寻求老师和同学的反馈。这些差异主要是因为学生的写作经验、学习自主性、老师的写作教学方法的不同。因此,老师应该提高学生元认知策略的意识,设计多样的写作活动,将元认知策略教学融入到英语写作教学中。但是由于实际操作的限制,本文的不足主要反映在研究样本容量和时间上。时间有限,并且访谈选取的样本量较少。基于这些局限性,本文也对未来的研究提出了一些建议,笔者认为更合理的样本数量能得到更有效的研究结果。另外,初中生元认知策略的使用情况的研究也值得研究者们进一步探索。更多还原

【Abstract】 Although English writing has received more and more attention from teachers and students in China,writing instruction is not effective enough.There are still many problems in English writing for high school students.One of the reasons for these problems is related to the insufficient use of metacognitive strategies.The studies on metacognitive strategies at home and abroad are abundant.At the same time,the research on the application of metacognitive strategies in English writing has attracted the attention of many scholars,but most of the research participants were college students(e.g.,Alamri 2019;Cer 2019;Dewita 2020;Fitrianti & Susanti 2021;Zhao & Liao 2021),and there were few comparative studies involving different grades of senior high school students.In order to address these gaps,this thesis is dedicated to the comparative study of different grades of senior high school students regarding their use of metacognitive strategies and tries to find out the reasons behind these differences,so as to put forward pertaining teaching implications.Informed by metacognition theory,this study aims to address two research questions:(1)To what extent does the use of metacognitive strategies in English writing between senior high school students in grade 10 and grade 11 differ?(2)What are the similarities and differences in the use of metacognitive strategies in English writing by grade 10 and grade 11 students? Why?The participants of the survey in the current study were 1512 high school students in Changsha city(including 1026 students in grade 10 and 486 students in grade 11).The survey data were analyzed by SPSS23.0.Then eight students(four higher-level and four lower-level ones in each grade)were selected to attend the follow-up interviews.The survey and interviews were centered on senior high school students’ English letter writing.The major findings are as follows:(1)There are significant differences in the use of metacognitive strategies in English writing between students in grade 10 and grade 11.(2)The similarities and differences in the use of metacognitive strategies in English writing by grade 10 and grade 11 students are as follows: Among the three metacognitive strategies(planning,monitoring,and self-evaluating),students in grade 10 and grade 11 both use planning strategies most frequently,use self-evaluating strategies the least,and both encounter difficulties related to vocabulary.Furthermore,students in grade11 use metacognitive strategies more frequently in English writing than students in grade 10.In the use of planning strategies,students in grade 10 tend to recite fixed sentence patterns and templates,while students in grade 11 pay more attention to the content of the outline.With regard to the use of monitoring strategies,students in grade 11 monitor the entire writing process,while students in grade 10 are limited to monitoring grammar and vocabulary.Finally,in terms of selfevaluating strategies,students in grade 11 evaluate their writing according to the requirements of the writing task,while students in grade 10 seldom use self-evaluating strategies and tend to seek feedback from their teachers and classmates.These differences may be attributed to their writing experience,learning autonomy,and teachers’ teaching methods of writing.Therefore,teachers should improve students’ awareness of metacognitive strategies,design diverse writing activities,and integrate metacognitive strategies teaching into English writing instruction.However,the limitations of this thesis are mainly reflected in the sample size and time.Time is limited and the interview sample size is small.Based on these limitations,the author put forward some suggestions for future research and believes that a bigger sample size may lead to findings with higher validity.In addition,the research on the use of metacognitive strategies of junior high school students is also worthy of further exploration by researchers.更多还原