非英语专业博士生学术英语写作中的元认知因素研究

日期:2016-04-13 作者: 硕博论文网 编辑:lgg 点击次数:142
论文价格: 免费论文 论文编号: sb2016041112452915469 论文字数:38239 所属栏目:英语论文
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In this thesis, the author will do research on influential factors of English academic writing of non-English-major doctoral candidates from the perspective of metacognition.
Chapter One Introduction
 
1.1 Research Background
The research on metacognition of EFL (English as a foreign language) writing has been started earlier abroad. Some foreign scholars found from the investigation of  college  students  that  metacognition  was  related  to  EFL  achievements,  to  some extent (Devine, et al., 1993). Garner (1994) thought that only on the basis of setting the  learning  progress  objectives  could  students  control,  regulate  and  monitor  their own  progress  via  metacognition.  Later,  Victori’s  research  on  the  English  majors  of Spain (1999) showed that metacognitve knowledge had the important influences on the success and failure of the second language. The domestic research on the writing metacognition  at  home  is  also  focused  on  the  relations  between  metacognition  and EFL writing achievements. In addition to the important influences of metacognitive knowledge  and  strategy  on  writing  achievements,  influences  of  metacognitive experience  on  writing  achievements  have  also  been  studied  and  more  and  more researches  have  been  done  on  postgraduates.  However,  it  is  still  a  blank  in  the research on doctoral candidates’ EFL writing metacognition.For  many  years,  a  series  of  reforms  have  been  carried  out  in  college  English teaching of our country. There have been a lot of research achievements at the stages of  undergraduates  and  postgraduates.  However,  there  is  a  lack  of  research  on  the cultivation  of  non-English-major  doctoral  candidates’  English  abilities  and  English teaching. With more and more international academic exchanges, non-English-major doctoral candidates’ academic achievements should be “brought out” if they intend to  develop  their  academy,  which  has  presented  a  higher  requirement  for  doctoral candidates’ applied ability of English. In another word, non-English-major doctoral candidates’  English  proficiency  plays  an  important  role  in  their  academic development, especially in international environment. In all the aspects of language application, the use of English in academic writing is undoubtedly the most realistic and  urgent  one  for  doctoral  candidates.  “English  academic  writing  is  the  English writing involving common characteristics of academic contextual of natural sciences and  social  sciences.”(Zhang  Xiaojun,  2008)  English  academic  writing  is  at  the advanced  stage  of  English  learning,  prepared  for  the  use  of  English  for  academic research.  With  the  increase  of  international  academic  exchanges,  the  requirements for  non-English-major  doctoral  candidates  using  English  for  academic  writing  and exchanges  will  be  continuously  improved.  Therefore,  it  is  urgent  and  practical  to study doctoral candidates’ English academic writing.  
.....
 
1.2 Significance of the Research 
Firstly, there are few researches on the influences of metacognition on English academic  writing  of  non-English-major  doctoral  candidates.  According  to  the research of this thesis, not only can the state of metacognitive knowledge of English academic  writing  of  non-English-major  doctoral  candidates  be  understood  but  also their metacognitive control and metacognitive experience can be cognized. Secondly, according to the research, the application of metacognition theory can be extended in the  field  of  EFL  writing  theoretically  on  the  one  hand  and  the  blank  of  the metacognition research in the field of doctoral candidates’ English academic writing can  be  filled  in  on  the  other  hand.  The  research  achievements  of  the  thesis  can  be applied to doctoral candidates’ learning and teaching of English academic writing for reference  and  instruction.  It  is  aimed  at  improving  the  proficiency  of  English academic  writing  of  doctoral  candidates  so  as  to  make  them  create  greater achievements in the international academic exchanges.  
.......
 
Chapter Two Literature Review 
 
In  the  recent  thirty  years,  metacognition  is  not  only  the  research  focus  in  the field  of  psychology  but  also  affects  some  other  fields  such  as  education  to  some extent.  Because  of  English  as  the  official  language  in  the  world,  the  upsurge  of learning  English  throughout  the  world  tends  to  be  continuously  rising.  Many countries and regions have realized that English education must be strengthened to improve people’s English proficiency if they want to get a stronger discourse power on the international stage, which is also the need of adapting to the times background of  globalization.  The  feasible  methods  and theoretical support are naturally needed to  strengthen  English  education  and  improve  English  proficiency.  By  now,  a  lot  of studies of influences of metacognition on EFL acquisition have been done at home and abroad. According to the metacognition theory, empirical studies have been done from English listening, speaking, reading, writing and translation and some precious research findings have been made, which play an instructive role of English learning and teaching. Therefore, metacognition has a very high research value in the fields of EFL acquisition and language teaching. In addition, there are lots of studies done on metacognition  and  EFL  writing.  They  were  focused  on  the  influences  of metacognition  on  English  writing  proficiency.  The  research  subjects  were  mainly undergraduates,  including  English  majors  and  non-English  majors,  so  were postgraduates.  However,  there  is  few  researches  on  metacognition  of  doctoral candidates’  EFL  writing.  As  for  doctoral  candidates,  what  they  actually  need  is English  academic  writing  and  they  use  English  to  accomplish  academic  writing  of their majors. English academic writing is one type of EFL writing and metacognition of  EFL  writing  naturally  have  certain  influences  on  it  to  some  extent.  Thus,  it  has practical  meaning  for  this  thesis  to  do  research  on  the  factor  of  metacognition  on English academic writing of non-English-major doctoral candidates and the research findings can be applied to English academic writing of non-English-major doctoral candidates for reference in the future. 
 
2.1 Metacognition 
In  1976,  Flavell  from  Stanford  University  in  US  put  forward  the  term “metacognition”  according  to  the  concept  of  meta,  and  then,  the  research  on metacognition theory quickly expanded all over the world with profound influences. The  research  on  metacognition  was  extended  from  psychology  to  education. Metacognition  has  great  influences  on  language  teaching  and  acquisition.  Not  only does  it  influence  language  comprehension,  memory  and  application  but  also  the efficiency  of  language  learning  and  solution  of  problems  (Park,  2005:2).  The metacognition  theory  is  also  helpful  for  the  teachers  to  instruct  students’  strategic learning in class (Borkowski & Muthukrishna, 1992:253-257). 
........
 
2.2 English Academic Writing 
English for Academic Purposes (EAP) is a new teaching and research concept in  the  field  of  English  Language  Teaching.  Its  research  object  is  the  learners’ academic  communicative  capability.  EAP  is  a  language  teaching  model  whose purpose is to teach language knowledge and skills needed for academic English. It mainly helps learners improve their comprehensive ability of language for the study of specialized courses, including some general language knowledge and skills of all the  disciplines  and  specialties  such  as  academic  writing,  academic  discussion, literature  review,  reading  and  presentation  of  theses  (Zeng  Jianbin,  et  al.,  2013). English academic writing is one of the important components of EAP. In recent years, more  and  more  importance  has  been  attached  to  it.  In  the  international  academic exchanges,  the  level  of  EAP  has  played  an  important  role  in  showing  one’s  own academic achievements.   
....
 
Chapter Three Research Methodology....19 
3.1 Research Questions ....19 
3.2 Participants.......19 
3.3 Instruments.......20 
3.3.1 Questionnaire .......20 
3.3.2 Samples of English Academic Writing....22 
3.4 Data Collection Procedure ........22 
3.5 Data Analysis ........23 
Chapter Four Results and Discussion......24 
4.1  State  of  Non-English-Major  Doctoral  Candidates  in  Metacognitive  ....24 
4.2  Influences  of  Metacognitive  Control  of  Non-English-Major  Doctoral  Candidates....27 
4.3  Types  of  Metacognitive  Experience  of  Non-English-Major  Doctoral  Candidates .......31 
Chapter Five Conclusion.....35 
5.1 Main Findings of the Study .......35 
5.2 Implications for English Academic Writing .......37 
5.3 Limitations and Suggestions for Further Study .......38 
 
Chapter Four Results and Discussion
 
In this chapter, data will be analyzed according to the questionnaires and samples. First,  the  author  will  describe  the  present  state  of  metacognitive  knowledge  of English academic writing of the doctoral candidates; second, discuss the influences of metacognitive control on English academic writing; finally, summarize the types of metacognitive experience of English academic writing and discuss the influences on English academic writing. From Table 4.1, it can be seen that the average level of the investigated doctoral candidates of metacognitive knowledge of English academic writing as a whole is at the middle level.  From  Table  4.2,  it  can  be  seen  that  the  levels  of  metacognitive  knowledge  of some items are high, for example, the frequent reading of English academic papers of one's major and accumulation of learning can improve the proficiency of English academic writing; but the levels of some items are low, for example, the evaluation of one’s proficiency of English academic writing.  
.........
 
Conclusion
 
With  the  statistical  analysis  of  the  metacognitive  questionnaires  of  English academic  writing  and  the  samples  of  English  academic  papers  of  the  doctoral candidates,  the  author  described  the  present  state  of  metacognition  of  English academic  writing  and  has  found  that  there  is  a  positive  correlation  between metacognitive  control  and  the  quality  of  English  academic  writing  and  there  is  a negative  correlation  between  metacognitive  experience  and  the  quality  of  English academic writing.The  metacognitive  knowledge  of  English  academic  writing  of  the  doctoral candidates  is  at  the  middle  level.  They  make  some  preparations,  read  English academic papers of their majors and grasp the patterns of English academic writing through  self-study  before  writing,  which  is  good  for  the  completion  of  English academic  writing;  the  main  purpose  of  the  doctoral  candidates  doing  English academic writing is to publish their own research achievements so as to achieve their personal academic development. It is for such a main purpose that they pay attention to  dealing  with  topics  and  expressing  their  viewpoints  from  the  perspective  of readers  in  order  to  achieve  the  readers’approval,  so  they  have  the  awareness  of readers;  they  are  confident  in  English  academic  writing  and  they  believe  that  they can improve their writing proficiency through accumulation of learning and meet the standard of publication so as to make their academic dreams come true. 
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The reference (omitted)
 

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