中学英语写作中的元认知策略(1)(2)
2015-11-21 01:03
导读：“Writing is an activity of which thoughts are expressed in a language. It is a language form of the process of one’s thinking and knowing rather than simply printing or recording those of being se
“Writing is an activity of which thoughts are expressed in a language. It is a language form of the process of one’s thinking and knowing rather than simply printing or recording those of being seen, read and felt in letters down on paper”.[1]P15. It’s the remaking of the world opinion. In order to improve middle schools’ English teaching level, the learning strategy has aroused many scholars’ attention in recent years. Since meta-cognitive learning strategies were introduced into the teaching field, the status of students and teachers has changed. Furthermore, scholars pay more attention to the research of learning methods in English writing rather than teaching methods in English writing. “However, in China, researchers on language learning strategies are not adequate, especially who research on high schools’ use of writing strategies are rather rare” [2]P12. Viewing a look of this point, the exploitation of meta-cognitive strategies should fix our eyes tightly.
It is significant for middle school students to develop their English writing abilities. On the one hand, in the view of English writing itself, it has several functions. First, during the writing process, it reinforces the grammatical instruction, idioms and vocabulary. Second, writing practices encourage them to take risks in using English. In other words, during the process, they meet with the new English expressions. Third, when they use English to express their own ideas, it also develops other skills of English learning. On the other hand, it is the preparation for receiving further education in a college or a university and achieving greater success in their coming careers’ life. It is also because in their future life, face-to-face speech in English with foreigners seldom happens in most cases.
With the hope of arousing many teachers’ attention and improving the middle school English writing teaching and learning, this thesis indicates major problems in middle school English writing; the connection between meta-cognitive strategies and middle school English writing and the application of meta-cognitive strategies in middle school English writing from the angle of learning strategy on the basis of the many previous researches. 2. Major Problems in Middle School English Writing
（科教论文网 lw.nSeAc.com编辑发布） As one of the four basic English skills, undoubtedly, writing is important. The writing ability can indirectly present the whole level of English learning. However, one of the most obvious phenomena is that many middle schools’ students fail to write correct simple sentence to express their ideas, which are understood clearly.
For a long time, the problems of improving the quality of English writing teaching have troubled many English teachers in middle schools. The existing problems of English writing teaching in middle school are still obvious and serious. For one thing, although students have learnt English writing for several years, many of them do not use English in writing well and freely. For another thing, it is also hard for teachers in middle schools to find out mistakes in students’ compositions. It is not only objective problems but also subjective problems. These problems became the obstacles of improving middle school English teaching and developing students’ writing ability.
