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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.

Chapter 1: Literature Review

Currently, teachers pay more attention to the training of the using language in theprocess of teaching students and English writing is an important part in Englishteaching. Therefore, English writing naturally becomes a common concern for expertsand learners. Experts do not only take English writing as a second language skill, butalso focus more on the role it plays in the whole learning process. As the Englishwriting instruction model is based on the meta-cognitive theory ，this chapter willreview metacognition training to English writing, including their notions, the previousstudies on how to combine the meta—cognitive strategy with English writingteaching in the senior middle school.

1. 1 Previous Studies on Meta-cognitive Strategies
.Because of the important part meta-cognitive strategies play in learners’ learning,meta-cognition and meta-cognitive strategies have become one of the hot issues in thelast decades. A large number of language teaching workers and linguists abroad and athome are working on it. Metacognition research of foreign language learning began inthe 80th.. Stern (1983), Wenden (1987), O’Malley (1990), all consider meta-cognitionto be one of the important foreign language learning strategies. Previous Studies on Meta-cognitive Strategies AbroadMeta-cognition was proposed in the 1970s by the American psychologist, Flavell.It refers to the knowledge the cognitive subject has towards his own cognitive process,cognitive effect and related activities. It is a cognitive process of self-awareness,self-control, self-evaluation and adjustment (Flavell, 1976). In 1987, Chamot andO’Malley proposed three categories of learning strategy which are based on theinformation processing theory: metacognitive strategies, cognitive strategies andsocial/affective strategies.Vandergrift, who is a Canada’s second language teaching expert, worked out amore detailed list of metacognitive writing strategies based on O’Malley and Chamotin 1997. He engaged himself in a great number of effective researches aboutmeta-cognitive strategies. He found the better students learn a foreign language, themore they use meta-cognitive strategies. He thus called for language teachers toinspire students’ awareness and ability of using meta-cognitive strategies in order toimprove their writing skills.Wenden believed that helping learners develop a rich meta-cognitive ability wasthe key to greatly promote them to carry out more effective learning (Wenden,1987:573-594). Hosenfeld, Wen, Johnson and other scholars also confirmed by studythat meta-cognition did not only reveal the underlying causes of students’achievement differences, but also play a guiding and decisive role in the learning andthe use of language (Hosenfeld, 1977:110-123), Brown thought otherwise that“meta-cognition is an ability to test, adjust and evaluate the individual mind”, “it is acognitive control of the knowledge in cognitive domain.”Cohen considered meta-cognitive strategies as an assessment and planningbefore the language learning and using activities. It was also an assessment andplanning during the activities. It could be used as an assessment after learning (Cohen,2000). Oxford said meta-cognitive strategies helped learners to regulate theircognition, focus on the planning and evaluate of the learning process to improve theirpersonal skills (Oxford, 1990).Graham believed that met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。