作 者: ;
机构地区: 广州民航职业技术学院
出 处: 《广东水利电力职业技术学院学报》 2008年第2期32-35,45,共5页
摘 要: 探究高职生在写作过程中的策略运用情况、其写作策略与写作成绩的关系以及哪些策略对写作成绩最具影响力。研究结果发现,学生的阶段策略使用中频率最高的是写作中策略。在各阶段具体策略的使用上,三个阶段的元认知策略和写作中阶段的补偿策略使用较频繁,写作中阶段的记忆策略及修改阶段的情感策略使用最少。修改阶段的策略使用及各阶段的元认知策略与学生的写作成绩有显著相关性。写作中阶段的元认知策略对写作成绩的影响力最大,此阶段的认知策略及修改阶段的情感策略对写作成绩均有一定的负影响力。 This research aims at finding out higher vocational students' writing strategy use,its relationship with writing achievement and writing strategies that have predictive power for students' writing achievements.The results show that: while-writing strategies are the most commonly used stage strategies;as for individual strategies,the metacognitive strategies in three stages and the compensation strategies in the while-writing stage are used with higher frequencies;revising strategies and the metacognitive strategies in each writing stage have significant correlation with students' writing achievements;the metacognitive strategies have significant predictive power for students' writing achievements.