本研究对哈尔滨师范大学阿城学院英语专业二年级38名学生进行了为期一年的以元认知策略训练为基础的任务写作教学。
This paper is on the basis of a training of metacognitive strategy in task-based writing for the 38 sophomores in the English Department, Acheng School of Harbin Normal University.
阅读策略、元认知意识和阅读成绩有何密切关系?。
What is the relationship among reading strategies, metacognitive awareness and reading proficiency?
元认知策略为人类独有的心理现象，在高级阅读理解过程中起着重要的作用。
Metacognitive strategies are only human's psychological phenomena, and they play an important part in the advanced reading.
元认知策略指有效学习一门外语而采取的管理步骤，如计划、监控和评估。
By meta cognitive strategy we mean a general management of procedures for effective learning of a foreign language such as planning, monitoring and evaluating.
如何有效进行元认知策略训练？
How can metacognitive reading strategies be instructed effectively?
国外许多著名的阅读教程都进行了阅读元认知策略的训练，并有效地提高了学生的阅读能力。
A great number of foreign reading projects involve reading metacognitive strategy training, which remarkably improve students reading comprehensive abilities.
统计结果表明，阅读元认知策略观念与性别、现有英语水平无显著性相关。
The results of the data analysis show that there is no significant relationship between metacognitive awareness of reading strategies and gender and subjects English proficiency.
它将关注学习者的个体差异和学术英语文章的本质对元认知策略使用的影响。
It draws attention to the influence of individual learner differences and the nature of academic English texts on metacognitive strategies use.
数据经统计分析后表明，词汇教学过程中进行元认知策略的培训能够有效并长远地促进高中生的英语词汇学习。
The result of the study shows that explicit metacognitive strategy training does make significantly long and positive effect on the vocabulary learning of Chinese high school students.
与地方大学生相比较而言，士兵学员较少使用元认知策略。
Metacognitive strategies are much less used by soldier undergraduates compared to the civilian students.
学习策略训练已成为教学研究中的一个热点，而元认知在其中究竟起到怎样的作用更是备受关注。
The strategies of learning is emphasized in the research of teaching. The function of primary cognition draws much attention.
迄今为止，学习策略方面的研究已经指出了元认知在语言学习中所起的重要作用，也指出了元认知策略在学习进程中所具备的巨大潜能。
So far, research on learning strategies has pointed to the powerful role of metacognition in language learning and the potential for greater use of metacognitive strategy in learning process.
因此，元认知策略对改善外语学习极其重要。
So, the role played by Metacognitive strategy in ELT cannot be overlooked.
本文通过教学试验研究，以探讨在英语口语教学中融入元认知策略训练是否能有效提高英语口语教学效果。
An empirical study has been conducted for the exploration of whether integrating meta-cognitive strategy training into exact oral English teaching can effectively improve oral English teaching effect.
本研究旨在通过对初中生进行阅读元认知策略训练，来探讨提高其阅读理解能力的途径和方法。
Our research wants to find a way to improve junior middle school students' reading comprehensive abilities through reading metacognitive strategy training.
本文报告了一项有关元认知策略与英语阅读之间关系的实证研究情况。
This article reports an empirical study on the relationship between metacognitive strategies and English reading.
调查的项目有认知策略、元认知策略、情感策略、交际策略和资源策略等。
The items of the survey include cognitive strategies, metacognitive strategies, affective strategies, communicative strategies and resources strategies.
它可以分为认知策略、元认知策略以及资源管理策略。
They can be divided into cognitive strategy, meta-cognitive strategy and resource management strategy.
应用波利亚“提示语”培养解题的元认知能力，改进解题策略；
To use Prompting Method by G Polya to form their metacognitive ability and improve their ability to solve math problems.
在前人的基础上，作者为元认知总结出一个新的框架，即元认知包括元认知知识和元认知策略，并接着评析了两者的关系。
On the basis of previous frameworks, the author concludes a framework which involves metacognitive knowledge and metacognitive strategies, and then appraises the relationship between them.
听力策略培训能提高英语学习者的听力理解能力，而结合教学进行元认知策略培训是提高听力理解能力的有效途径。
Strategy training enables learners of English to improve their listening comprehension. In class meta cognitive strategy training proves to be an effective way.
后者使用元认知策略的意识比较淡薄，英语学习处于盲目、被动的状态。
By contrast, the latter is rather weak sense of using meta-cognitive strategies and English learning is in a blind and passive state.
研究证实，元认知可教，学习者的元认知策略使用能力也可以得到培养。
Researches have shown that metacognition can be taught to learners and metacognitive strategies can be trained.
学习策略又细分为认知、元认知、社交和情感策略四种。
Language learning strategies can be further divided into four general categories: cognitive, metacognitive, social and affective strategies.
元认知和情感策略的综合培训结果证实了培训的有效性和可操作性。
The results proved the feasibility and effectiveness of conducting the combined training of metacognitive and affective strategy training.
他们认为在这三种策略中元认知策略高于另外两种策略，因为它可以对学习过程进行计划、规范、监控和指导。
They state that metacognitive strategies are higher order of executive skills because they may entail planning for, monitoring, regulating or evaluating the success of a learning activity.
大学英语学习现状是作者选择将元认知策略和情感策略相结合来进行听力教学的另一原因。
Another reason to justify the author's choosing to combine metacognitive and affective strategy to train non English majors in English listening is listed below.
调查结果的分析表明优秀的语言学习者在认知策略和元认知策略使用水平上有明显的优势。
The analysis of the survey shows that excellent language learners enjoy obvious advantages in using cognitive strategies and meta-cognitive strategies.
在外语教学和研究中，元认知策略是一项非常重要的认知策略，包括制定计划，监控学习过程，评估学习效果。
The results revealed it an effective way for non-English majors to learn and practice meta-cognitive strategy to improve their writing.
在外语教学和研究中，元认知策略是一项非常重要的认知策略，包括制定计划，监控学习过程，评估学习效果。
The results revealed it an effective way for non-English majors to learn and practice meta-cognitive strategy to improve their writing.
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