作 者：王冲[1] 苍丽颖 WANG Chong,CANG Li-ying （ 1. School of Foreign Languages, Dalian University of Technology, Dalian 116024,China; 2. School of Foreign Languages, Dalian University of Foreign Languages,Dalian 116000,China） 机构地区：[1]大连理工学院外国语大学,辽宁大连116024 [2]大连外国语学院外国语大学,辽宁大连116000 出 处：《沈阳工程大学学报：社会科学版》2017年第1期77-80,135共5页Journal of Shenyang Institute of Engineering：Social Sciences 基 金：第六批“中国外语基金”项目（ZGWYJJ2017A41）; 大连理工学院探讨生教改基金项目（JG1158） 摘 要：通过从学习者的日语写作学习信念是否因日语水平而有异同、其构成因素两个角度略论了学习者的日语写作学习信念。结果表明：有些信念在不同水平学习者间存在异同,但整体异同并不明显;写作学习信念由元认知的重要性、借助外界资源、形式和内容并重、自我肯定4个因素构成。由此指出,日语写作课不能忽略元认知策略的指导,需导入自我修改活动,适当引入同学互评活动。This study is aimed at analyzing whether Japanese level determines the difference of beliefs and its forma- tive factors. The result shows that there are some differences on beliefs among learners of different levels but generally there is no distinct difference; study beliefs in writing consists of four factors ： the importance of metacognition, assis- tance of external resource, equal attention on form and content, self-approval. Above all, Japanese writing class cannot ignore the guidance of metacognition strategy. Self-correcting activities should be introduced along with some peer re- sponse. 关 键 词：日语写作 学习信念 因素略论 自我修改 同学互评 分 类 号：H36[语言文字—日语] ，日语论文题目，日语毕业论文 |
