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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.

y the language learners themselves, and the meta-cognitivestrategies surely worked in this process.In this research, the author conducted a training program which lasted for asemester from March, 2011 to June, 2011 with the participation of 80 senior threestudents, provided some insight into meta-cognitive strategy so as to look into therelationship between students’ English writing and meta-cognitive strategy training.And a positive relationship was found between meta-cognitive strategy and Englishwriting from the study. In this program, tata are analyzed by using SPSS13 andMicrosoft Office Excel 2003. According to the analyzed statistical results, the authorgot answers to the research hypotheses after one –semester’s training thatmeta-cognitive strategy training does have significant effects on enhancing students’meta-cognitive awareness, increase the frequency of writing strategy use, and have apositive potential impact on the raising of learner autonomy as well as on theimprovement of English writing proficiency which confirm the effectiveness ofmeta-cognitive strategies training on English writing teaching.From the results of meta-cognitive strategy questionnaires, students of theexperimental class have greatly strengthened their employment of meta-cognitivestrategies after the training. One of the purposes of the thesis is to encourage studentsto enhance their writing strategies awareness. We can clearly see that after the trainingsubjects in the experimental class know better about their writing goals, plans,materials, strategies and so on. They are more confident in implementing their plansand thus their learning efficiency is much higher. Besides, they are more self-directedof reflecting on their learning experiences and monitoring their learning procedures.Furthermore, subjects under training are more active in evaluating their learningprocesses and more willing to make adjustments and actively participate in the writingactivities.Results of the pre-questionnaire on learner autonomy display that many subjects dohave a certain autonomous learning awareness before training, but results are not sosatisfactory when it comes to the actions. According to the results ofpost-questionnaire on learner autonomy, we can find an obvious improvement inlearner autonomy among the subjects of experimental class. According to the findingsof follow-up interviews, we can see that students in the experimental classdemonstrate higher level of autonomous learning. Therefore, we can conclude thatlearner autonomy is positively correlated with learners’ application of meta-cognitivestrategies. So it is effective to foster students’ learner autonomy throughmeta-cognitive strategy training.Meta-cognitive strategies demonstrated significant correlation with writingproficiency. Meta-cognitive-based strategy training is an effective way to enhancewriting ability. In present study, results from the pre- and post-tests further back upthe statement. Many subjects argued that they have made great progress in Englishwriting study after the training. So we can conclude that meta-cognitive strategytraining can lead to the improvement of learners’ language proficiency, especially thewriting proficiency. In the thesis, difference of inter-group tests and intra-group testswere analyzed. Data indicate that significant difference and better performance existwith the Experimental Group.According to the results of the study, significant difference does exist between thee