基于元認(rèn)知知識的中國學(xué)生自主學(xué)習(xí)與自主寫作研究

內(nèi)容概要

阮周林所著的《基于元認(rèn)知知識的中國學(xué)生自主學(xué)習(xí)與自主寫作研究》以認(rèn)知心理學(xué)研究中的元認(rèn)知知識體系為理論框架，以中國外語學(xué)習(xí)者為研究對象，通過自主寫作教學(xué)探究實踐和多途徑的研究觀察，詳盡分析和研究了學(xué)生自主語言學(xué)習(xí)和自主寫作能力發(fā)展相關(guān)的各種學(xué)習(xí)觀念與知識?！痘谠J(rèn)知知識的中國學(xué)生自主學(xué)習(xí)與自主寫作研究》提出了可解釋外語自主學(xué)習(xí)和自主寫作的元認(rèn)知知識交互作用的理論模式以及基于過程寫作法的自主寫作課程教學(xué)原則，在元認(rèn)知理論應(yīng)用、教學(xué)行動研究設(shè)計以及定性數(shù)據(jù)分析處理等方面均可以為國內(nèi)外語教學(xué)研究和實踐提供重要的參考資料。

書籍目錄

Chapter 1  Introduction
  1.1  Introduction
  1.2  The Chinese ELT context
  1.3  Aims and significance of the study
  1.4  0rganisation of the thesis
Chapter 2  Literature Review
  2.1  Introduction
  2.2  Autonomy in language learning
  2.3  Metacognition
  2.4  Research on writing and writing itruction
  2.5  Summary of the literature review
Chapter 3  Research Design
  3.1  Introduction
  3.2  Research approaches to language leaming in dassrooms
  3.3  Itrument design
  3.4  Pedagogical design of the writing coue
  3.5  Data collection
  3.6  Data analysis
  3.7  Summary
Chapter 4  Knowledge and Beliefs about Self-regulated Language
Learning
  4.1  Introduction
  4.2  Descriptive results of the questionnaire survey
  4.3  Relatiohips between the subcategories of the peonvariable
  4.4  Attributional facto in learning success
  4.5  Inter-group differences in peon, task and strategic
variables
  4.6  Summary of the chapter
Chapter 5  Peon Knowledge
  5.1  Introduction
  5.2  Pre-coue peon knowledge about writing
  5.3  Post-coue peon knowledge about writing
  5.4  Key themes of pre- and post-coue peon knowledge
  5.5  Developing trend of peon knowledge: triangulation of the
diaries
  5.6  Participants' questionnaire results of the peon variable in
language learning
  5.7 Summary of the chapter
Chapter 6  Task Knowledge and Strategic Knowledge
  6.1  Introduction
  6.2  Pre-coue task knowledge about writing
  6.3  Post-coue task knowledge about writing
  6.4  Key themes of pre- and post-coue task knowledge
  6.5  Developing trend of task knowledge: triangulation of the
diaries
  6.6  Pre-coue strategic knowledge
  6.7  Post-coue strategic knowledge
  6.8  Key themes of pre- and post-coue strategic knowledge
  6.9  Developing trend of strategic knowledge: triangulation of
the diaries
  6.10  Participants' questionnaire results of task and strategic
variables in language learning
  6.11  Effects of the writing coue on participants' writing
performance
  6.12 Summary of the chapter
Chapter 7  Case Studies
  7.1  Introduction
  7.2  Xue
  7.3  Cheng
  7.4  Zhang
  7.5  Fang
  7.6  Summary of the chapter
Chapter 8  Overall Discussion and Conclusio
  8.1  Introduction
  8.2  Revisiting the research goals
  8.3  Summary of the research findings and discussion
  8.4  The issue of sustainability
  8.5  Theoretical model of metacognitive knowledge in language
learning
  8.6  Pedagogical principles of self-regulation in L2 writing
  8.7  Evaluation of the research
  8.8  Final conclusio and recommendatio for future research
Bibliography
Appendices

章節(jié)摘錄

　　Questionnaires are also a popular research tool for studying larningstrategies of L2 learners and self-regulation. The following studies are ofparticular relevance to the questionnaire design ofthe present study.Oxford（1990） designed a survey instrument called "Strategies in Language Learning"（SILL）， which has a wide currency in the investigation oflanguage learners'learning strategies， particularly about the use ofcognitive and metacognitivestrategies. Rubin and Thompson （1994） developed a questionnairespecifically concerned with language learners' executive control over theirlearning. The function of executive control mainly includes the use ofmetacognitive or self-regulated strategies， such as planning， monitoring， and evaluation. Wen and Johnson （1997） combined the survey techniques within-depth interviewing to establish the impact ofa number oflearner variableson Chinese tertiary level students' achievement on a language course. Thestudy found that self-management strategies， such as planning， evaluation，and affective control， had an important part to play in separating successful and unsuccessful language learners.　　These studies have shown that the questionnaire instrument isan effective， efficient research tool for identifying patterns oflanguagelearners' knowledge and beliefs about language learning， and theirstrategy use. Moreover， the questionnaire data can provide usefulinformation about the relationship between learner beliefs and othervariables oflanguage learning， such as self-regulation/autonomy， learningachievements， and learners' cultural backgrounds. The adoption ofthe questionnaire instrument in this study has been informed by theseprevious studies.　　……

編輯推薦

　　《外教社博學(xué)文庫：基于元認(rèn)知知識的中國學(xué)生自主學(xué)習(xí)與自主寫作研究》基于在英國雷丁大學(xué)2002年9月至2005年12月間完成的博士論文修改而成，研究主題為在中國外語教學(xué)環(huán)境下的學(xué)習(xí)者語言自主學(xué)習(xí)能力發(fā)展。自主學(xué)習(xí)通常界定為學(xué)習(xí)者的能力或意愿，涉及中國外語學(xué)習(xí)者的語言自主學(xué)習(xí)研究往往從跨文化的視角，把自主性闡釋為西方教育傳統(tǒng)的文化理念，以探討在中國外語教學(xué)環(huán)境下的可適用性。本書則突破了這一文化范疇的局限，研究基于認(rèn)知心理學(xué)領(lǐng)域中的元認(rèn)知知識為理論框架，以元認(rèn)知知識的三個構(gòu)成要素，即主體知識、任務(wù)知識和策略知識，界定和分析了中國外語學(xué)習(xí)者的自主語言學(xué)習(xí)和二語寫作的各種觀念和知識，同時結(jié)合學(xué)生二語寫作技能的培養(yǎng)，通過以自主寫作能力為課程目標(biāo)的寫作教學(xué)行動研究，以歷時觀察的方法考察學(xué)生在學(xué)習(xí)過程中元認(rèn)知知識結(jié)構(gòu)的變化和自主學(xué)習(xí)與自主寫作能力的發(fā)展。

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