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英语写作是大学英语教学要求的重要内容之一,是综合评价学生英语水平的重要标准之一,是英语教学过程中的重要环节之一。写作是一种认知过程,是写作者认知思想、发展思想、把思想发展成文章的复杂过程,而要实现写作目标,最终取决于写作者的智力、认知、心理、情感等内部因素。了解语言学和认知策略才能从真正意义上理解语言应该是在运用中学习,并在运用中进步(高尚昆,2005),多年以来始终是大学英语教学的薄弱环节。相关的研究也显示元认知策略的使用与学生的写作成绩显著相关。很多试验也证明元认知策略培训有助于英语写作成绩的提高(刘文宇,高荣涛;2011)。北京农学院学生写作考试成绩长期以来普遍偏低,很大一部分同学缺乏写作策略,不知道怎么写文章。本论文以2013级北京农学院非英语专业分级为C班的学生为调查对象,以问卷调查的形式了解学生的元认知策略现状(预先准备、预习、定向注意、选择性注意、自我监控、自我评价等方面)。目的在于研究学生英语写作的元认知策略使用情况,分析学生产生写作问题的原因。通过对北京农学院学生元写作认知策略使用情况进行调查研究,探索对北京农学院学生有效的写作策略培训的重要性,以期帮助学生提高学生写作水平,同时为英语教师的写作教学提供借鉴。
English writing is one of the important contents of college English teaching requirements. It is one of the most important criteria for comprehensive evaluation of students’ English level and one of the most important aspects in the process of English teaching. Writing is a cognitive process, is the writer’s cognitive thinking, the development of ideas, the thought of the development of the complex process of writing, and to achieve the goal of writing, and ultimately depends on the writer’s intellectual, cognitive, psychological, emotional and other internal factors . Understand linguistics and cognitive strategies in order to understand the language in a real sense should be in the use of learning and progress in the use of (Gao Shangkun, 2005), over the years has always been the weak link in college English teaching. Related research also shows that the use of metacognitive strategies is significantly related to students’ writing performance. Many experiments have also proved that metacognitive strategy training can help to improve English writing performance (Liu Wenyu, Gao Rongtao; 2011). Beijing Agricultural College student writing test scores for a long time generally low, a large part of the students lack the writing strategy, do not know how to write articles. In this paper, we take the students of Beijing Agricultural College 2013 Grade C as non-English majors as survey subjects, and investigate the students’ current situation of metacognitive strategy (preparation in advance, preview, directional attention, selective attention, self-monitoring, Self-evaluation and so on). The purpose is to study the use of metacognitive strategies in English writing and to analyze the reasons why students have writing problems. Through the research on the use of cognitive strategies of Beijing Agricultural College students ’meta-writing, this paper explores the importance of effective writing strategy training for Beijing Agricultural College students in order to help students improve their writing skills and provide reference for English teachers’ writing teaching.