| As an indispensable part of English language application,English writing can not only reflect students' English ability but also promote the development of students' English thinking.Therefore,cultivating English writing performance is still one of the most important tasks in current senior high school English teaching.However,in practical teaching,the cultivation of English writing performance is not taken seriously enough.Since Flavell first proposed the metacognition in the 1870 s,researchers focused on metacognitive theory and had achieved fruitful results.However,a large number of studies focused on applying metacognitive strategy into English teaching at undergraduate and higher vocational level and were less involved in English writing teaching in senior high school.Based on previous studies,through studying the relationship and influence between the metacognitive strategy and English writing ability,the author combines the metacognitive strategy with English writing practice in senior high school to find a new approach to teaching English writing effectively.There are three research questions in this study: 1.What is the general situation of applying metacognitive strategy into English writing for senior high school students? 2.What are the effects on students' English writing performance by applying metacognitive strategy into English writing teaching? 3.What different effects on different level students' writing performance?Based on questions mentioned above,95 students from two parallel classes of Grade 1 in No.1 High School of Dalian Development Area were selected as research participants.Class 6is regarded as experimental class and class 9 is called control class.At first,the author conducts questionnaire among all participants in pretest;English writing tests in both pretest and posttest and individual interview in posttest,then collects data,finally has the qualitative and quantitative analysis by using SPSS 19.0 software.Through empirical study,following conclusions are drawn: the general situation of applying the metacognitive strategy for senior high school students in English writing is not optimistic,which is still scattered and unsystematic;Applying metacognitive strategy training into English writing teaching can improve students' English writing performance;Students at low-level English performance comparatively improve more,meanwhile,students with high grades comparatively make less improvement.Therefore,it is feasible for teachers to apply metacognitive strategy into English writing teaching in senior high school. |
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