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Acknowledgements I would like to express my appreciation to a number of people for their invaluable assistance in preparation and development of this thesis.
My deepest gratitude goes first to Professor Liu for her constant encouragement and guidance. She has walked me through the stages of writing of this thesis. Without her consistent instruction, this thesis could not have reached its present form.44134
Second, I would like to express my heartfelt thanks to my peers, who helped me to fufill my experiments. I’m also indebted to the professors and teachers of school of foreign language, who have instructed and helped me a lot in the past years.
Last my thanks go to my beloved family for their loving considerations and great confidence in me.
A Study of the Link between Metacognition and Genre Awareness in ESP Reading and Writing among Pre-service Teachers
Abstract
English for Specific Purposes (ESP) writing is required as a compulsory course for English majors in many universities in China. But academic English writing instruction in undergraduate level is not effective enough due to its too much attention on the results rather than process. Regarding this phenomenon, we should take metacognition into consideration. Metacogniton involves planning and monitoring learning strategies(Flawell,1979), so it’s relate closely to learners’ learning process. Thus, metacognition which means the “cognition about cognition” should be employed in L2 learner’s writing process. Metacognition has triggered tons of attention today because of its significant role in disciplinary areas, but it has not been employed enough in the academic writing area for L2 learners especially in undergraduate level. In this paper, this author uses the genre analysis together with metacognitive framework to figure out how they are linked together to influence L2 students’ reading and writing in regard of academic texts. Focusing on the analysis of pre-service English teachers in Hangzhou Normal University, this author take a close watch of how do participants develop their ability to analyze and compose through fostering this awareness. Implication of the study shows that nearly all the leaners have developed their metacognitive awareness of genre concepts and consciously applied it into their own reading and writing experience under such an instruction. To conclude, instructing L2 learners by using the metacognition theories together with genre concepts is benefitial for fostering their reading and writing ability.
Keywords: matacognition, genre analysis, academic writing, pre-service teacher
元认知与体裁分析意识在学术阅读与写作中的应用
摘要专门性英语写作是许多大学里面英语专业的学生必修的课程。但是本科阶段在指导英语专门写作的过程中注意力被更多地放到了产出结果而非过程上，学术英语的写作成效并不明显。元认知策略可以 直接计划、监控各种学习策略 ,直接关系到各种学习策略使用的效果 ,因此元认识策略和英语写作学习有着重要关系`优尔^文*论|文\网www.youerw.com。因此，元认知作为一种对认知过程本身的认知在写作指导中就显得非常重要。尽管元认知已经在多学科都得到了一定的应用，但它在本科生的英语写作指导当中并未得到充分的利用。这篇论文运用了体裁分析法和元认知的框架来研究这二者对学生理解和撰写学术文章的影响。本文是以师范大学的英语师范专业学生也就是职前教师为对象来研究的论文网。研究表明，通过这种培训，大部分学生都通过学习体裁分析培养了认知意识，从而提高了理解和写作水平。这对于高校的学术写作指导来说有着实际意义。
毕业论文关键词：元认知，体裁认知，学术写作，职前教师
Contents
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