英文摘要 |
The purpose of this paper is to study the effect of writing instruction on CFL/CSL learner’s writing meta-cognitive and a possible type of lesson. The writing course is reading assisted and strategy embedded. Students are assigned three writing tasks and have to finish them each in three stages: preparation, writing, and evaluation. The semi-embedded strategies introduced to students include selective attention, note-taking, organization, practicing, cooperative learning, transfer of learning, self-evaluation, and so on. The aim of the strategy-embedded writing instruction is to raise learner’s awareness of writing in Chinese and the quality of writing production. By discussing the role translation plays in second/foreign language writing, design and implement of a writing course, and the development of learner’s writing behavior and cognitive knowledge, it is concluded that with strategy-embedded instruction and single and specific training content, learners do change or develop their writing knowledge of meta-cognitive in Chinese which serves as an important guide in continuing to practice and advance their writing skills. At the end of this paper, the author argues that a regular writing course with different stage goals is both technically feasible and of high value so it can truly cultivate learners writing ability. |