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为了探讨自我评估这种元认知策略在我国英语写作教学中实施的可行性和和有效性,本文将我国英语专业三年级刚入学的52名学生对自己作文自我评价(自我评价和指错)的结果与两位有经验的写作老师的评价结果进行了比较,结果发现受试者在作文的中心、作文的结构、段落的推进、作文的句法、作文的选词和作文的格式这六个方面所做出的评价和教师评价之间的具体差异,为以后的写作教学指引了方向。同时实验也唤起了学生对元认知语言学习策略的关注和自觉培养。
In order to explore the feasibility and effectiveness of the self-assessment metacognitive strategy in the teaching of English writing in our country, this paper compares 52 students who have just entered the third year of English major in English self-evaluation (self-evaluation and wrong-pointing) The results were compared with the evaluation results of two experienced writing teachers. The results showed that the subjects in the composition of the center, the structure of the composition, the passage of the paragraph, composition of the syntax, composition of the essay and composition of the format of these six The specific differences between the evaluations made and the teachers’ evaluations guide the direction of future writing teaching. At the same time, the experiment also aroused the students’ concern and self-cultivation of metacognitive language learning strategies.