Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/31813
題名: The Effectiveness of Metacognitive Strategy Instruction in English Writing in Senior High School
後設認知教學策略對高中生英文作文的成效
作者: 鄒美芸
Tsou,Mei-yun
貢獻者: 林啟一
Lin, Chi-yee
鄒美芸
Tsou,Mei-yun
關鍵詞: 英文寫作
後設認知
後設認知策略教學
English Writing
Metacognition
Metacognitive Strategy Instruction
日期: 2004
上傳時間: 14-Sep-2009
摘要: 本研究旨在探討後設認知教學策略對高中生英文作文的學習成效。研究者以桃園縣立永豐高中五年某班中的四十二位學生為對象,進行為時一學期共十五週,每週兩節課的實驗。教學實驗進行之前,全體學生接受研究者改編自Schraw and Dennison (1993),O’ Neil and Abedi (1996),Wey(1998) 所編製的後設認知量表,實施後設認知量表前測,並接受作文的前測。研究者根據作文前測的成績區分出能力高、中、低三組於教學實驗結束之後施以訪談。全體學生並於教學實驗結束之後,再度接受後設認知量表與作文的後測。以觀察其在策略教學後英文寫作表現與後設認知行為的差異情形。\r\n本研究主要的發現下:\r\n1.後設認知策略教學的確能夠有效提升高中生的英文寫作能力。\r\n2.後設認知策略教學的確能夠有效增加高中生在英文寫作中的後設認知 程度。\r\n3.高中生英文寫作表現的確與後設認知的成長有正相關。\r\n4.學生對於後設認知策略教學均抱持正面的態度。\r\n有鑑於此,本研究建議高中英文教師應用後設認知教學策略於高中英文作文教學中。
This researcher explored the effectiveness of the metacognitive strategy instruction in senior high school writers’ performance, based on the theories of metacognitive strategies. Forty-two high school students in Yung-feng were selected to be subjects. Adapted from Schraw and Dennison’s Metacognitive Awareness Inventory (1993), O’ Neil and Abedi’s State Metacognitive Inventory (1996) and Wey’s Writing Self-Assessment Questionnaire (1998), Mtacognitive Awareness Questionnaires before and after Instruction, were used to measure students’ metacognitive awareness. To assess the effects of metacognitive strategy instruction on writing performance, forty-two pieces of writing were assigned in class and then scored based on criteria by the CRESST writing score guide: overall impression, quality and scope of content, organization and presentation of content, and mechanics. The Pair-Sample T test was performed to test the hypotheses in this study. The findings can be summarized as follows: (1) Metacognitive strategy instruction has positive effects on the students’ writing performance. (2) Metacognitive strategy instruction has positive effects on students’ metacognitive awareness. (3) Students’ writing performance proved correlated to their metacognitive awareness. (4) Students’ attitudes towards the metacognitive strategy instructions were generally positive. Thus, we recommend that metacognitive strategy instruction be used in English writing in senior high school.
參考文獻: Allport, G. W. (1967). Attitudes. In M. Fishbein (Ed.), Readings in attitude theory and measurement (pp. 1-13). New York: Jhon Wiley & Sons.
Anderson, J.R. (1980). Cognitive psychology and its implications. New York: Freeman.
Anderson, J.R. (1985). Cognitive psychology and its implications (2nd Ed.). New York: Freeman.
Anderson, N.J. (2002). The role of metacognition in second language teaching and learning. (ERIC Document Reproduction Service No. ED463659)
Anderson, N. J. & Vandergrift, L. (1996). Increasing metacognitive awareness in the L2 classroom by using think-aloud protocols and other verbal report formats. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 3-18). National Foreign Language Resource Center. Manoa: University of Hawaii Press.
Aziz, L.J. (1995). A model of paired cognitive and metacognitive strategies: its effect on second language grammar and writing performance. Published dissertation. California: the University of San Francisco.
Beach, R. (1992). Multidisciplinary perspectives on literary research. Urbana, LL: National Council of Teachers of English.
Baker, E. L., Aschbacher, P. R., Niemi, D. & Sato, E. (1992). CRESST performance assessment models: Assessing content area explanations. National Center for Research on Evaluation, Standard, and Student Testing.
Baker, L., & Brown, A.L. (1984). Metacognitive skills and reading. In D. Pearson, R. Barr, M. Kamil & P. Mosenthal (Eds.), Handbook of reading research (pp. 353-394). New York: Longman.
Baker, L., & Cerro, L. (2002). Assessing metacognition in children and adults. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 99-145). Lincoli, NE: Buros Institute of Mental Measurements.
Beach, R. (1992). Multidisciplinary perspectives on literary research. Urbana, LL: National Council of Teachers of English.
Dyson, A. H. (1990). On teaching writing: A review of the literature (Occasional Paper No. 20). Berkeley: University of California.
Elley, W., Barham, I., Lamb, H., & Wyllie, M. (1976). The role of grammar in a secondary school curriculum. Research in the teaching of English, 10(1), 5-21.
Ellis, R. (1985). Understanding second language acquisition. Oxford, England:
Oxford University Press.
Englert, C. S. Raphael, T. E. & Anderson L. M. (1989). Cognitive Strategy Instruction in Writing Project, East Lansing, MI: Institute for Research on Teaching.
Englert, C., Raphael,T., Anderson, L., Anthony, H., Stevens, D., & Fear, K. (1991). Making writing strategies and self-talk visible: Cognitive strategy instruction in writing in regular and special education classrooms. American Education Research Journal, 28, 337-373.
Englert, C., Raphael, T., Fear, K., & Anderson, L. (1989). Students’metacognitive knowledge about how to write informational texts. Learning Disablitiy Quarterly, 11, 18-46.
Ericsson, K. A., & Simon, H. A. (1984). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
Ertmer, P.A. & Newby, T.J. (1996). The expert learner: strategic, self-regulated, and reflective. Instructional Science 24: 1-24. Netherlands: Kluwer Academic Publishers
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
MacAtthur, C. A., Harris, K., & Graham, S. S., & Schafer, W. S. (1995). Evaluation of writing instruction model that integrated a process approach, strategy instruction, and word processing. Learning Disability Quarterly, 18, 278-291.
Flavell, J. H. (1987). Metacognitive aspects of problem solving. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flower, L. S., & Hayes, J. R. (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ: Lawrence Erlbaum.
Gagné, E. D. (1985). The cognitive psychology of school learning. Boston, MA: Little, Brown.
Garner, R. (1988). Metacognition and reading comprehension. Norwood, NJ: Ablex Publishing.
Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
Garner, R., and Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychology, 24, pp143-158.
Gaudiani, C. (1981). Teaching writing in the foreign language curriculum. Language in Education: Theory and Practice, Vol. 43. Washington, D. C.: Center for Applied Linguistics.
Gaskill, W. (1986). Revising in Spanish and English as a second language: A process oriented study of composition. Unpublished doctoral dissertation, University of California, Los Angeles.
Gerring, S.A. (1990). Differences in metacognitive knowledge and behavior between successful and unsuccessful college writers. Unpublished doctoral dissertation, State University of New York, Buffalo.
Goddard, A. (1995). Expertise and assessment. In M. Wittrock and E. Baker (Eds.), Testing and Cognition (pp.17-30). Englewood Cliffs, New Jersey: Prentice Hall.
Magnan, S. S. (1985). Teaching and testing proficiency in writing: Skills to transcend the second-language classroom. In A. C. Omaggio (Ed.), Proficiency, curriculum, articulation: The ties that bind. Middlebury, VT: Northeast Conference on the teaching of Foreign languages.
Goodman, Y. M. (1980). Techniques for collecting literacy events from young children. In W. T. Fagan, C. R. Cooper, & J. M. Jensen (Eds.), (1985). Measures for research and evaluation in the English language arts (vol. 2, pp. 19-20). Urbana, LL: National Council of Teachers of English.
Gordon, C. J., & Braun, C. (1985). Metacognitive processes: Reading and writing narrative discourse. In D. L. Forrest- Pressley, G. E. Mackinnon, & T. G. Waller (Eds.), Metacognition, cognition, and human performance (Vol. 2, pp.1-75). Orlando, FL: Academic Press.
Gourgey, A. F. (2001). Metacognition in basic skills instruction. In H. J. Hartman (Ed.), Metacognition in learning and instruction (pp. 17-32). Boston: Kluwer Academic Publishers.
Grabe, W. & Kaplan, R. B. (1996) Theory and practice of writing. New York : Longman.
Graham, S., & Harris, K. R. (1997). Self-regulation and writing: Where do we go from here? Contemporary Educational Psychology, 22, 102-114
Graham, S., & Harris, K. R., MacArthur, C., & Schwartz, S. (1991a). Writing instruction. In B. Wong (Ed.), Learning about learning disabilities (pp. 310-343). San Diego: Academic Press.
Graham, S., Harris, K, R., MacArthur, C., & Schwartz, S. (1991b). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14, 89-114.
Graham, S., Schwartz, S., & MacArthur, C. (1993). Learning disabled and normally achieving students’ knowledge of the writing and the compositing process, attitude toward writing, and self-efficacy. Journal of Learning Disabilities, 26, 237-249.
Graham, S., Schwartz, S., & MacArthur, C. (1995). Effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems. Journal of Educational Psychology, 87(2), 230-240.
Hairston, M. (1986). Different products, different processes: A theory about writing. College Composition and Communication, 33(1), 76-88.
Markman, E. M. (1985). Comprehension monitoring: Developmental and educational issues. In S. F. Chipman & J. W. Segal (Eds.), Thinking and learning skills: Vol. 2. Research and open questions (pp. 275-292). Hillsdale, NJ: Lawrence Erlbaum.
Hannafin, M., Hall, C., Land, S., & Hill, J. (1994). Learning in open-ended environments: Assumptions, methods, and implications. Educational Technology, 34, 48-55.
Hannafin, M., Hannafin, K., Land, S., & Oliver, K. (1997a). Grounded practice and the design of constructivist learning environments. Educational Technology Research and Development, 45(3), 101-117.
Hannafin, M., Land, S., & Oliver, K. (1999). Open Learning environments: Foundattions, methods, and models. In C. Reigelutch (Ed.), Instructional design theories and models (Vol. 2, pp. 115-140). Mahlway, NJ: Erlbaum.
Hansen, J. (1983). Authors respond to authors. Language Arts, 60, 970-977.
Harris, K. R. & Graham, S. (1992) Self-regulated strategy development: A part of the writing process. In M. Pressley, K. R. Harris and J. T. Guthrie (Eds.), Promoting academic competence and literacy in school. Academic Press.
Harris, K. R. & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline Books.
Harris, K. R., Graham, S., Mason, L. H., and Saddler, B. (2002). Developing self-regulated writers. Theory into Practice; Spring 2002; 41, 2, 110-115.
Hartman, H. J. (2001a). Developing students’ metacognitive knowledge and skills. In H. J. Hartman(Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 33-68). Boston: Kluwer Academic Publishers.
Hartman, H. J. (2001b). Teaching Metacognitively. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 149-172). Boston: Kluwer Academic Publishers.
Hayes, J. R. & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
Mason, J. M., McCormick, C., & Bhavnagri, N. (1986). How are you going to help me? Lesson negotiations between a teacher and preschool children. In D. B. Yaden, Jr., & S. Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write. (pp. 159-172). Portsmouth, NY: Heinemann.
Heppner, M. J., Humphrey, C. F., Hillembrand-Gunn, T. L., & DeBord, K. A, (1995). The differential effects of rape prevention programming on attitudes, behavior, and knowledge. Journal of Counseling Psychology, 42(4), 508-518.
Hillocks, G. J. (1987). Synthesis of research on teaching writing. Educational Leadership, 44(4), 71-82.
Hoek, D., Eden, P. & Terwel, J. (1999). The effects of integrated social and cognitive strategy instruction on the mathematics achievement in secondary education. Learning and Instruction, 9, 427-448.
Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading. Issuses in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
Kao, S. L. & Tseng, S. D. (1986). Writing as a cognitive process: A protocol analysis. The Proceedings of the 3rd Conference on English Teaching and Learning in the Republic of China, Taipei, 3, 263-280.
Kaufman, H. H., & Randlett, A. L. (1983, December). The use of cognitive and metacognitive strategies of good and poor readers at college level. Paper presented at the annual meeting of the American Reading Forum, Sarasota, FL.
Kasper, L. F. (1997). Assessing the metacognitive growth of ESL student writers. TESL-EJ 3 (1)
Kaplan, R. B. (1983). An introduction to the study of written texts: The “discourse compact”. In R. Kaplan (Ed.), Annual Review of Applied Linguistics (pp. 138-151). Rowley, MA: Newbury House Publishers, Inc.
King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83, 307-317.
McCormick, C. B. (2003). Metacognition and learning, In W. M. Reynolds & G. E. Miller (Eds.). Handbook of Psychology, vol. 7, pp. 79-102. New York: John Weiy and Sons, Inc.
Krajcik, J., Soloway, E., Blumenfeld, P., & Marx, R. (1998). Scaffolded technology tools to promote teaching and learning in science. ASCD Yearbook (Vol. 1998, pp. 31-45). Alexandria, VA: Association for Supervision and Curriculum Development.
Krashen, S. D. (1981). Second language acquisition and second language learning. New York: Pergamon Press.
Krashen, S. D. (1984). Writing, research, theory, and applications. Language Teaching Methodology Series. Oxford, England: Pergamon Institute of English.
Krashen, S. D., & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Land, S. & Hill, J., (1998). Open-ended learning environments: A theoretical framework and model for design. Paper presented at the annual meeting of the Association for Educational Communications and Technology, St. Louis, MO: (ERIC Document Reproduction Service No. ED 423 839)
Lawless, K. A., Brouwn, S. W., & Cartter, M. (1997). Applying educational psychology and instructional technology to health care issues: Cambating Lyme disease. International Journal of Instructional Media, 24(2), 287-297.
Leki, I. (1992). Understanding ESL writers: A guide for teachers. Portsmouth, NH: Boynton/Cook Publishers.
Lipson, M. Y. (1982, April). Promoting children’s metacognition about reading through direct instruction. Paper presented at the annual convention of the International Reading Association, Chicago.
Liu, C. K. (1999). Identifying the writing processes a college student has to undergo: The generating model. The Proceedings of the 16th Conference on English Teaching and Learning in the Republic of China. Taipei, 16, 303-312.
Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
McGee, L. M., & Richgels, D. J. (2000). Literacy’s beginnings: Supporting young readers and writers. Needham Heights, MA: Allyn & Bacon.
McLaughlin, B. (1987). Theories in second-language learning. London: Edward Arnold.
Meichenbaum, D., Burland, S., Gruson, L., & Cameron, R. (1985). Metacognitive assessment. In S. R. Yussen (Ed.), The growth of reflection in children (pp. 3-30). Orlando, FL: Academic Press.
Mohan, B. A., & Lo, W. A. Y. (1985). Academic writing and Chinese students: Transfer and developmental factors. TESOL Quarterly, 19(3), 515-534.
Mokhtari, K. & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
Bereiter, C. (1980). Development in writing. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 73-93). Hillsdale, NJ: Lawrence Erlbaum.
Monroe, J. H. (1975). Measuring and enhancing syntactic fluency in French. The French Review, 48(6), 1023-1031.
National Center for Research on Evaluation, Standards, and Student Testing. (1994). Interrater reliability and topic generalizability using CRESST and NAEP scoring rubrics: A latent-variable modeling approach. Unpublished manuscript. National Center for Research on Evaluation, Standards, and Student Testing.
Olson, C.B. (1992). Thinking/writing: Fostering critical thinking through writing. New York: HarperCollins.
Omaggio, A. C. (1986). Teaching language in context: Proficiency-oriented instruction. Boston, MA: Heinle &Heinle Publishers.
O’ Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., & Russo, R. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R., & Küpper, L. (1985b). Learning strategies applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.
O’Neil, H. F. Jr., & Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. Journal of Educational Research, 89(4), 234-245.
Paris, S.G., & Ayres, L.R. (1994). Becoming reflective students and teachers with portfolio and authentic assessment. American Educational Research Association, Washington DC.
Paris, S.G., & Byrnes, J.P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B.J Zimmerman & D.H. Schunk (Eds.) Self-regulated Learning and Academic Achievement, Theory, Research and Practice. (pp.169-195). New York: Springer-verlage.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293-316.
Bereiter, C., & Scardamalia, M. (1983). Levels of inquiry in writing research. In P. Mosenthal, L. Tamor, & S. Walmsley (Eds.), Research on writing: Principles and methods (pp. 3-25). New York: Longman.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of Thinking and Cognitive Instruction. Hillsdale, NJ: Erlbaum Associates.
Pintrich P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, vol. 41, No.4, 219-225
Pintrich P. R., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the Measurement of Metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measuremnets.
Raimes, A. (1985a). What unskilled EFL students do as they write: A classroom study of composing. TESOL Quarterly, 19(2). 229-258.
Raphael, T. E., Kirschner, B. W., & Englert, C. S. (1986). Students’ metacognitive knowledge about writing. East Lansing, MI: Michigan State University, Institute for Research on Teaching.
Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E. (1992). Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60 (4), 293-306.
Rinehart, S. D.., & Platt, J. M. (1984). Metacognitive awareness and monitoring in adult and college readers. Forum for Reading, 15(2), 54-62..
Rosenshine, S. & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership. April. 26-33.
Rosenshine, S. & Meister, C. (1994). Reciprocal Teaching: A Review of Research. Review of Educational Research. 64(4). 479-530.
Sasaki, M., & Hirose, K. (1996). Explanatory variables for EFL students’ expository writing. Language Learning, 46(1), 137-147.
Berninger, V. W., Abbott, R. D., Whitaker, D., Sylvester, L., & Nolen, S. B. (1995). Integrating low-and high-level skills in instructional protocols for writing disabilities. Learning Disability Quarterly, 18, 293-309.
Sara, E. W., Thomas, B. & John S. (Spring 2003). Using an information problem-solving model as a metacognitive scaffold for multimedia-supported information-based problems. Journal of Research on Technology in Education. Vol. 45. 321-41.
Saye, J., & Brush, T. (1999). Student engagement with social issues in a multimedia-supported learning environment. Theory and Research in Social Education, 27(4), 472-504.
Scardamalia, M., & Bereiter, C. (1986).Research on written composition. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 778-803). New York: Macmillan.
Schmitt, M.C. (1990). A questionnaire to measure children’s awareness of strategic reading processes. The Reading Teacher, 43, 454-461.
Schoonen, R., & de Glopper, K. (1996). Writing performance and knowledge about writing. In G. Rijlaarsdam, H. van den Bergh & M. Couzijn (Eds.), Theories, models and methodology in writing research (pp. 87-107). Amsterdam: Amsterdam University Press.
Schraw, G. (2001). Promoting general metacognitive awareness. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 3-16). Boston: Kluwer Academic Publishers.
Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology 19, 460-475.
Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, Vol. 7, No. 4, 351-371.
Silva, T. (1990). Second language composition instruction: developments, issues, and directions in ESL. In B. Kroll (Ed.), Second language writing (pp. 11-23). Cambridge: Cambridge University Press.
Sitko, B. M. (1998). Knowing how to write: Metacognition and writing instruction. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 93-115). Mahwah, NJ: Lawrence Erlbaum Publishers
Brookes, A. & Grundy, P. (1998). Beginning to write. Cambridge, MA: Cambridge University Press.
Staples, A. H., (1997) Identifying the Planning Activities for Writing of Sixth-grade Students. Published dissertation. The University of North Carolina.
Sternberg, R.J. (1984). Mechanisms of cognitive development: A componential approach. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 165-180). New York: W. H. Freeman and Company.
Swartz, C. W., de Kruif, R.E.L., Wakely, M.B. (1998). The Index of Metacognitive Awareness about Writing. Unpublished Instrument. The Center for the study of Development and Learning, University of North Carolina at Chapel Hill.
Taylor, N.E. & Blum, I. H. (1980). Written Language Awareness Test. Washington, DC: The Catholic University.
Victori, M. (1999). An analysis of writing knowledge in EFL composing: a case study of two effective and two less effective writers. System, 27, 537-555.
Vygotsky, L. (1978). Mind in society. Cambridge, MA.: Harvard University Press.
Weaver, C. (1988). Reading process and practice: From socio-psycholinguistice to whole language. Portsmouth, NH: Heinemann.
Welch, M. (1992). The PLEASE strategy: A metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities. Learning Disability Quarterly, 15, 119-128.
Wenden, A. L. (1987). Metacognition: An expanded view on the cognitive abilities of L2 learner. Language Learning, 37(4), 573-597.
Wey, S.C., (1998). The Effects of goal orientations, metacognition, self-efficacy and effort on writing achievement. Unpublished doctorial dissertation, University of Southern California, California.
Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical issues in reading comprehension (pp. 453- 481). Hillsdale, NJ: Erlbaum.
White, B. (1985). Teaching and assessing writing. San Francisco, CA: Jossey-Bass.
You, Y. L. (1999). To write coherently in L2. The proceedings of the Third International Conference on Multimedia Language Education (pp. 313-327). Taipei: Crane.
You, Y. L., & Joe, S. G. (1999). The role of metacognitive theory in L2 writing: Speculations and suggestions. In The Selected Papers of the Eighth International Symposium on English Teaching (pp. 181-192). Taipei: Crane.
You, Y. L., & Joe, S. G. (2000). Composition instruction: A metacognitive approach. In The Selected Papers of the Ninth International Symposium on English Teaching (pp. 107-117). Taipei: Crane.
You, Y. L., & Joe, S. G. (2001). Investigation the Metacognitive Awareness and Strategies of English-majored University Student Writers. In The Selected Papers of the Tenth International Symposium on English Teaching (pp. 106-119). Taipei: Crane.
You, Y. L., & Joe, S. G. (2002). The differences between L2 mature and immature writers: A metacognitive approach. In the proceedings of the Twentieth Conference on English Teaching and Learning in the Republic of China, (pp. 597-609). Taipei: Crane.
Zamel, V. (1982). Writing: The process of discovering, meaning. TESOL Quarterly, 16. 195-209.
Zamel, V. (1983). The composing processes of advanced ESL students: six case studies. TESOL Quarterly, 17(2). 165-187.
Zamel, V. (1985) Responding to student writing. TESOL Quarterly, 19. 79-101.
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73-101.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F.E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Publishers.
Brown, A.L., Bransford, J.D., Ferrara, R.A. & Campione, J.C. (1983). Learning, remembering, and understanding. In J.H. Flavell & E.M. Markman, (Eds.). Handbook of child psychology: cognitive development, Vol. 3,177-266. New York: Wiley
Brown, A.L., Campione, J. C., & Barclay, C. R. (1979). Training self-checking routines for estimating test readiness: Generalization from list learning to prose recall. Child Development, 50(2), 501-512.
Brown, A.L., & Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick (Ed.), Knowing and Learning: Essays in Honor of Robert Glaser. (pp.393-451). Hillsdale, NJ:Erlbaum.
Bruner, J. (1985). On teaching thinking: An afterthought. In S. F. Chipman & J. W. Segal (Eds.), Thinking and Learning skills: Vol. 2. Research and open questions. (pp. 597- 608). Hillsdale, NJ: Lawrence Erlbaum.
Carcia, T., & Pintrich, P.R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational implications (pp. 127-153). Hillsdale, NJ: Erlbaum.
Cardelle-Elawar, M. (1995). Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education, 11(1), 81-95.
Cava, M. T. (1999). Second Language learner strategies and the unsuccessful second language writer. Published dissertation. Columbia: Columbia University.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22 (1), 13-24.
Chen, F. (2003). The EFL beginning writers’ perception and metacognitive knowledge of English writing – A study on the freshman at university of science and technology. Unpublished master thesis. Taiwan : National Yunlin University of Science and Technology.
Chin, Y.M. (2003). The Effects of Metacognitive Strategy Instruction on EFL Writing: A Case Study. Unpublished master thesis. Taiwan: National Tsing Hua University.
Cohen, A.D. (1990). Language learning: insights for learners, teachers and researchers. New York: Newbury House.
Cooper, T.C. (1981). Sentence combining: An experiment in teaching writing. Modern Language Journal, 65 (2), 158-165.
Corno, L. (1992). Encouraging students to take responsibility for learning and performance. Elementary School Journal, 93, 69-83.
Coyle, K., Basen-Engquist, K., Kirby, D., Parcel, G., Banspach, S., Harrist, R., et al. (1999). Short-term impact of Safer Choices: A multicomponent, School-based HIV, other STD, and pregnancy prevention program. Journal of School Health, 69(5), 181-188
Cross, D.R. and Paris, S.C. (1988). Developmental and instrumental analysis of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80, 131-142.
Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning 39 (1), 81-141.
Devine, J. (1993). The role of metacognition in second language reading and writing. In J.G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 195-127). Boston: Heinle and Heinle Publishers, Inc.
Dermody, M. (1988, February). Metacognitive strategies for development of reading comprehension for younger children. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans, L.A. (ERIC Document Reproduction Service No. ED 292 070)
Donaldson, M. (1978). Children’s minds. London: Fontana/Croom Helm.
Donovan, D. T.., & Singh, S. N. (1999). Sun-safety behavior among elementary school children: The role of knowledge, social norms, and parental involvement. Psychological Reports, 84, 831-836.
Downing, J. (1984). Task awareness in the development of reading skills. In J. Dowing & R. Valtin (Eds.), Language awareness and learning to read (pp. 27-55). New York: Springer-Verlag.
Downing, J. (1986). Cognitive clarity: A unifying and cross-cultural theory for language awareness phenomena in reading. In D. B. Yaden, Jr., &S. Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 13-30). Portsmouth, NH: Heinemann.
Dyson, A. H. (1985). Individual differences in emerging writing. In M. Farr (Ed.), Advances in writing research: Vol. 1. Children’s early writing development (pp. 59-126). Norwood, NJ: Ablex.
描述: 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
91951006
93
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0919510062
資料類型: thesis
Appears in Collections:學位論文

Files in This Item:
File SizeFormat
index.html115 BHTML2View/Open
Show full item record

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.