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在平时的初中英语教学的实际中,英语写作是老师最难教、学生最难学的环节之一。本研究采用了实验对比法,对广州市钟落潭中学初中三年级两个班的学生进行了为期四个月的英语写作能力的元认知训练。实验结果表明:经过英语写作元认知训练后,英语学习中能力组学生的英语写作水平提高最大;英语学习低能力组的学生的英语写作水平提高次之;英语学习高能力组学生的英语写作水平也有提高但不显著。
In the usual practice of junior high school English teaching, English writing is one of the most difficult part of the teaching for the teacher to teach. In this study, we used the experimental comparison method to conduct metacognitive training on English writing ability for four months in two classes of junior middle school of Zhongluotan Middle School in Guangzhou. The experimental results show that after English metacognitive training, English proficiency students in EFL group have the highest level of English writing; English L2 proficiency students have the second lowest level of English writing; EFL students’ English writing Levels have also improved but not significantly.