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|How to Teach English Writing Metacognitively in Taiwan EFL Classroom
|Metacognitive theory;EFL writing;EFL writing instruction
|This paper intends to integrate the metacognitive theory into EFL writing instruction so as to provide an alternative solution to the difficulties and problems in EFL writing class that challenge both teachers and students in Taiwan. Metacognition is knowing about knowing, is one's conscious awareness and knowledge of his cognitive state and activities. It is important for one to possess metacognitive awareness of his cognitive activity such as learning, for one can then monitor and regulate his cognitive actions once he is consciously aware of the cognitive process he undergoes. This study emphasizes the importance of both teaching with metacognition and teaching for metacognition. To teach with metacognition, an EFL writing instructor should think about and reflect upon his or her own teaching. And when instructors teach for metacognition, students can learn about what the strategies are, how to use the strategies, when and why to apply the strategies, and to regulate their cognitive activities. Three guidelines are proposed for EFL instructors to make metacognitive teaching as an integral part of writing instruction.
本論文旨在說明將後設認知理論融入英文寫作教學的方法，藉以幫助台灣從事英文寫作教學的老師以及學習英文寫作的學生，克服英文寫作的困難與問題。後設認知(metacognition)係指一個人了解或知道他自己的認知狀態與認知活動；後設認知覺知(metacognitive awareness)在學習活動中扮演非常重要的角色，因爲當吾人具有後設認知覺知、有意識的知道自己所經歷的認知過程，我們就可以監控與調節我們的認知活動。本論文強調老師需要具備後設認知的知識(teaching with metacognition)，並且教導學生後設認知的知識與策略(teaching for metacognition)。老師應該了解並且反省自己的教學過程；爲了教導學生後設認知的知識與策略，學生必須學習什麼是策略(what)、如何使用策略(how)、以及何時以及爲什麼使用策略(when，why)。本論文提出三項將後設認知理論融入英文寫作教學的原則與步驟，希望能幫助老師實際將後設認知理論應用於英文寫作教學中。
|SPECTRUM：NCUE Studies in Language, Literature, Translation, 2: 121-141
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