英文写作元认知与同伴互评书面评语的关联性研究  

Study of the relevance of English writing meta-cognitive affects and students' written comments of peer reviewing

作　　者：董家丽[1,2] 曲卫国[1] 

机构地区：[1]复旦大学 [2]河西学院,734000

出　　处：《外语教学理论与实践》2015年第2期45-51,95-96,共7页Foreign Language Learning Theory And Practice

摘　　要：基于元认知理论框架的英文写作元认知知识由个体知识、任务知识、策略知识三个变量构成,当这三个变量共同作用于个体认知活动中的某项具体写作行为时,促使写作行为发生的学习模式会对学习者的英文写作过程产生影响。本文基于一项同伴互评学习模式下的英文书面评语写作活动的实证个案研究,探讨了同伴互评学习模式与英文写作元认知因素的关联及学生的英文书面评语的话语倾向对写作元认知知识构建的影响因素。Based on Flavell's meta-cognitive theory,this paper uses students' written comments of peer reviewing as the research data to study the relevance of peer reviewing to the metacognitive affects that second language students have about their English writing. Through the analysis of 210 students' peer revision comments,it has been found that L2 students are positive to the peer reviewing. And also,the written comments from peer reviewing can reflect a close connection between the metacognitive affects and the L2 students English writing. This finding has some implications for English teaching and learning of writing.

关 键 词：英文写作元认知 同伴互评 英文书面评语 

分 类 号：H319[语言文字—英语]