学术英语写作课堂以自评为中心的元认知教学探究  

Exploring self-assessment-focused metacognitive instruction in academic English writing class

作　　者：王薇[1] WANG Wei

机构地区：[1]复旦大学

出　　处：《外语教育研究前沿》2024年第3期46-52,95,共8页Foreign Language Education in China

摘　　要：学习者自评是元认知教学的主要手段之一,但是其在学术英语写作课堂中的应用尚未得到深入探究。本研究通过课堂教学实践与反思,探索以自评为主要手段的元认知教学实践路径,并采用定性研究方法,对学习者的元认知发展与体裁学习进行整体描述和深入分析。通过对写作监控检查表、课程作业文本(含自评)和访谈等多种数据进行分析,研究发现大部分学生能够发展元认知能力,对其掌握和应用体裁的形式知识和修辞知识有促进作用,但也存在部分学生缺乏执行自评任务的学习投入,以及部分自评结果与实际写作表现不符等问题。以自评为中心的元认知教学能够起到以评促学的效果,但同时教师需重视激发学生执行元认知任务的动力和意愿,自评任务的设计需契合学习者体裁知识发展的实际情况。Self-assessment is one of the main methods of metacognitive instruction,but its application in academic English writing classes remains under-researched.Through classroom-based inquiry and reflection,this study explores self-assessment-focused metacognitive instruction in an academic English writing class.Qualitative research method is used to provide an overall description and in-depth analysis of learners’development of metacognition and genre knowledge.The collected data include students’writing regulatory checklists,texts of the course writing tasks(including self-assessment results),and interviews.It is found that most of the students have developed metacognitive knowledge and strengthened their metacognitive strategies,thus enhancing their development of formal and rethorical knowledge about the target genre.However,there are still some problems,for example,some students lack learner engagement in performing self-assessment tasks,and there is a mismatch between some students’self-assessment results and their actual writing performance.The self-assessment-focused metacognitive instruction could play the role of assessment for learning,while instructors need to place emphasis on enhancing students’motivation and willingness to do metacognitive tasks,and the design of assessment tasks should align with learners’real progress in the development of genre knowledge.

关 键 词：学术英语写作 元认知 自评 体裁知识发展 

分 类 号：H319[语言文字—英语]