The Effect Of Metacognitive Strategy Training Based On Genre Analysis On English Writing Performance Of High School Students

Meta-cognitive strategies play an important role in English teaching.Although relevant studies involve English teaching,there are very few studies focus on English writing teaching.In addition,empirical studies on the combination of meta-cognitive strategies and writing teaching methods are relatively lacking.In order to make up for the existing research and open up new writing teaching paths,this study combines meta-cognitive strategy and genre analysis teaching,and applies it to English writing teaching to explore the influence of this writing training on students' writing performance.This study answers the following three questions:(1)What's the impact of genre-analyzebased meta-cognitive strategy training on the complexity of English writing for high school students?(2)What's the impact of genre-analyze-based meta-cognitive strategy training on the accuracy of English writing for high school students?(3)What's the impact of genre-analyzebased meta-cognitive strategy training on the fluency of English writing for high school students? The subjects of this study were students from two parallel classes in the first grade of a key high school in Southwest Shandong Province.These students were divided into experimental group and control group,with 35 students in each group.The experimental group received genre-analyze-based meta cognitive strategy training,while the control group only received conventional writing teaching,which didn't involve genre-analysis-based metacognitive strategy training.All of subjects were tested for writing output for at least four times during the experiment,and the whole teaching experiment lasted two months.The research findings are:(1)The training of meta-cognitive strategies based on genre analysis has a positive effect on improving students' writing complexity.The vocabulary diversity rate,average sentence length and T-units length in the post-text of the experimental class are higher than those in the pre-test,which indicates that the complexity of post-test has been significantly improved(P<0.5),while the control class has no such change.(2)The training of meta-cognitive strategies based on genre analysis has a positive effect on improving students' writing accuracy.The verb error rate and the overall error rate in the post-test of the experimental group are significantly lower than those in the pre-test,which indicates that the accuracy of post-test has been significantly improved(P<0.5),while the students in the control class has no such change.(3)The training of meta-cognitive strategies based on genre analysis has a positive effect on improving students' writing fluency.The total number of words in the post-test of the experimental group and the control group is higher than it in the pre-test.There is no significant difference in the post-text of narrative essay,but in general,there is a significant difference in writing fluency between the experimental class and the control class(P<0.5).This teaching experiment proves that: genre-analysis-based meta-cognitive has a positive impact on improving students' writing performance,and the effect is relatively significant in terms of accuracy and complexity of writing.The enlightenment of this study to teaching mainly includes:(1)teachers should pay attention to the cultivation of students' learning strategies in teaching,especially meta-cognitive strategies,which can help students carry out learning activities in a planned way,monitor the learning effect in time and help students know themselves correctly;(2)Students should pay attention to knowledge transfer in learning process.The knowledge of genre learned in English writing teaching can be applied to English reading,and the two can be further combined in class.