The English Writing Strategies Of Middle School Students From The Perspective Of Metacognition Theory

Second language writing plays an important role in second language acquisition,serving as an important manifestation of second language learners’ language ability.Many researches are focusing on high school students or college students instead of middle school students.As the primary stage of second language writing,the lack of research remains to be improved.The lack of guidance of scientific and effective methods in the basic stage of writing will directly lead to problems in the middle and advanced stage of second language writing.This paper intends to make an in-depth analysis of metacognition theory,guiding the English wring of middle school students with such metacognitive strategies as planning,monitoring and adjusting,in which the following two questions are discussed with the combination of quantitative and qualitative methods:(1)What problems do middle school students in Changchun encounter in English writing?(2)How does metacognition theory affect middle school students’ English writing?In this language experiment,a group of students from some middle schools in Changchun are chosen as the research object.Evaluation of the students’ writing ability was conducted after the pretest,introducing SPSS 24.0 for data analysis which serves as the basic reference.Under the guidance of metacognitive theory,after two months of teaching practice,the post-test was conducted and the data were collected.Through the data before and after the comparison to find specific differences,summing up the advantages and disadvantages of metacognition theory.The prominent advantage is the planning strategy in metacognitive theory,which,on the one hand,helps improve the overall writing level and enhance the basic language ability,increasing the richness of vocabulary and sentence,as well as reducing the frequency of grammatical errors,on the other hand,inspires students to shift the stereotyped writing to an innovative way,using idiomatic expressions instead of Chinglish.The deficiency is that owing to the limitation of students’ cognitive level and incomprehension of the theory,the self-monitoring strategy isn’t likely to be fully realized,which needs to be further strengthened.By using the questionnaire,the students’ attitude and acceptance of metacognitive theory are explored from the subjective level.The results show that the application of metacognitive theory succeeded in improving middle school students’ second language writing significantly.It standardizes the process of second language writing from the root,such as eliminating the utilitarian behavior of students’ reciting model essays,and improving the bad writing habits of Chinese thinking and logic confusion.Thus,students learn to focus on the improvement of language ability itself and carry out targeted learning to overcome their weaknesses.There are some implications for middle school English teaching.On the one hand,It is quite necessary for teachers to attach importance to writing.Effective teaching methods in teaching activities can play a very significant role in leading and promoting the improvement of students’ language ability,so that students can avoid detours.On the other hand,students can acquire a correct understanding of language learning and develop a good habit of self-teaching,so that second language writing truly would truly reflect students’ language ability,realizing good second language communication in the future.