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摘要：The Senior School English Syllabus of our country has been emphasizing theteaching aims of strengthening students’ basic knowledge and developing their skillsof listening, speaking, reading and writing．It is evident that in English teaching andlearning, among the four skills, “writing” is always regarded as the hard nut to crack.For English writing represents the comprehensive ability of the language , and theimprovement of English writing is in fact a process from quantitative change toqualitative change. Thus cultivating students’ writing ability is one of the mostimportant tasks of current English teaching. However, in the current senior schoolEnglish teaching, writing teaching remains weak and deficient. Although manyscholars and English educators have been exploring how to improve students’ Englishwriting ability, the traditional writing teaching researches still pay more attention tothe writing result rather than the process, still emphasize the teacher’s center rolerather than the student’s role. Since the 1980s, with the establishment ofstudent-centered concept of English teaching, the focus of English teaching has beenshifted from “how to teach” to “how to learn”, then the research focus of Englisheducation has turned to probing into how to arouse students’ interest and enthusiasmin English learning and guide students to take part in the whole writing process andlearn self-study. Therefore, it is necessary and essential to make an investigation intothe current situation of English writing teaching, discuss how to combine the trainingof metacognitive strategy with English writing teaching, cultivate students’metacognitive consciousness, and improve students’ automatic learning ability andEnglish writing ability.

a-cognitive strategy was animportant tool for improving academic achievements since it enable students to plan,control and evaluate their own learning (Graham, 1997) Previous Studies on Meta-cognitive Strategies at HomeStudy on meta-cognition and meta-cognitive strategies began a little late inChina. It started in the early 1990s. At first, it was mainly about the introduction andlearning of the existing foreign theories. And then it gradually developed into a studyof teaching objects, country’s basic condition and school situation. Now the study onmeta-cognition and meta-cognitive strategies has made a large number of objectiveresearch findings.

1.2 Previous Studies on Senior School English Writing Teaching
Writing is a process of forming a passage that serves as a communication bridgebetween the writer and the reader. Learning to write is an indispensable part oflanguage learning and it can reinforce language learning. Without learning to write，we cannot have effective acquisition of a language. In fact ， students writingconfidently will learn more and earn better grades.It has been known that the written medium plays an equally important part incommunication to the spoken form. Learning English well will give studentsenormous advantage in life. We are now in “Information Society'’, one in which theability to organize and synthesize information and to write intelligently andeffectively is much more important than it was in the past. The ability to write willcontinue to be a decisive factor in the careers of larger numbers of people in the newcentury. Foreign and domestic experts and scholars have made a thorough study andinvestigation on this topic.1.2.1 Relevant Researches AbroadIn the study of human concept learning in 1966, educational psychologist Bruner(1966) found that the use of certain learning strategies can greatly improve thelearning effect. From then on, the research of Cognitive Strategies sprang up. In 1971,Flavell put forward of the concept of metacognitive strategies. After him, manyresearcheres do researches based on his theory.Victori (1995) pointed out the writers’ metacognitive knowledge is related totheir writing actions and writing strategies, and the diversity of metacognitiveknowledge can also lead to the diversity of writing ability. He suggested that goodEFL writing course include the guide of writing metacognitive knowledge andeffective writing strategies; writing instruction should improve the students’metacognitive knowledge including knowledge about strategies，tasks and persons.Kasper (1997) stated effective writing instruction should be based oncomprehending metacognitive knowledge, because it has much to do with theFor the previous study of this topic, we find that researchers tent to focus on thetheoretical basis. There is a need of illustrating the practical use of metacognitivestrategies in English writing. In order to deal with the problem existing in Englishwriting teaching in the senior middle school, we should investigate howmetacognitive strategies impact on the English writing study among the senior middleschool’s students and how to train students to apply the metacognitive strategies toEnglish writing study by doing an experiment based on the previous findings.Motivated by the research gaps, the present study aims to find out whethermeta-cognitive strategy training can raise the learner autonomy of English writingstudy, enhance the awareness of employin本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。