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两个写作水平无显著差异的非英语专业平行班级被随机分为实验组(N=46)和控制组(N=48),前者接受为期8周的元语言知识教学,对后者教学不涉及元语言知识。研究结果显示两组后测写作成绩虽无显著性差异,但元语言课堂教学仍对学生英语写作具有促进作用,学习者元语言知识同其英语写作水平存在显著的正相关关系。
Two non-English major classes with no significant difference in writing ability were randomly divided into experimental group (N = 46) and control group (N = 48). The former received eight-week metalanguage knowledge teaching, which was not involved in the latter teaching Meta-language knowledge. The results show that although there is no significant difference between the two groups in post-test writing, meta-language classroom teaching still has a positive effect on students ’English writing. Learners’ meta-linguistic knowledge has a significant positive correlation with their English writing proficiency.