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.
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.
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.
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.
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.
同时也有一些研究是基于元认知策略与教学相结合。
There have been some studies exploring the effect of metacognitive-strategy-based instruction.
而元认知策略作为近年来的新兴研究方向，其对语言学习效果的显著影响日益引起广大策略研究者的关注。
And the metacognitive strategy, as a new research direction in recent years, increasingly arouse interest of strategy researchers because of its significant effect on language learning.
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.
学习策略可以融入在听、说、读、写中去研究，而本文是对阅读中的元认知策略与认知策略进行了实证研究。
The Learning strategy can be researched mainly in listening, speaking, reading, writing and translation. I focus my research on metacognitive and cognitive strategies in reading comprehension.
元认知策略作为一种更高层次的学习策略，同时也得到教育界和心理学界研究者的关注。
As a higher level of executive learning strategies, metacognitive strategies have drawn the attention of researchers in the fields of education and psychology.
本文研究的主要目的是验证元认知策略教学对较低水平的电大学生英语阅读的作用。
In this paper, the author intends to investigate the effects of metacognitive instruction on strategy use for less capable TV students in ESL.
在文献研究和问卷调查的基础上，作者提出了以元认知策略为基础的讲解模式，其目的在于培养英语学习者的自主性，从而提高英语学习效果。
There are four phases to construct the mode of self-innovative learning: to set the targets and plan the settings, to explore independently and communicate collaboratively, to evaluate feedback.
在文献研究和问卷调查的基础上，作者提出了以元认知策略为基础的讲解模式，其目的在于培养英语学习者的自主性，从而提高英语学习效果。
There are four phases to construct the mode of self-innovative learning: to set the targets and plan the settings, to explore independently and communicate collaboratively, to evaluate feedback.
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