Chapter I Introduction
1.1. Problems of the process of teaching
Theypay little attention to other features, such as layout, organization, clarity, coherence andcohesion. This old teaching method could not teach students to think over, monitor andevaluate their own writing activities at all. It mainly resulted from the traditionalexam-oriented education and results-oriented teaching methods, which make teachers, paymost of their attention to the final exam products, neglecting the writing process. In myopinion, in middle school in our country, the writing course should be a separate andspecial course. Only in this way can English writing learning in middle school arouse ourenough attention. The improvement of English writing skills is nowadays the main task for Englishteaching and learning. It is also an important quality standard of English language teaching.But in present English teaching field, there are various problems. Because of this point, thestudy of learning strategy was brought into the English teaching field. Among thesestrategies, meta-cognitive strategies are the more advanced strategies so thatmeta-cognition and meta-cognitive strategies are the popular points of educationalpsychology and practical linguistic research nowadays. However, researches on cognitivestrategies are more than meta-cognitive strategies; more meta-cognitive strategy researcheshave been focused on reading and listening comprehension but fewer focused on writinginstruction. So it’s very important and necessary for us teachers of English to study andimprove our students’ writing strategies.The present research attempts to apply the writing strategies in English writingteaching at middle school to find out if these writing strategies are also effective in Englishwriting teaching at middle school. The aims of the research are as followed: (1) Can theapplication of the metacognitive strategies increase their interest in English writing? (2)Can the application of metacognitive strategies in teaching improve students’ Englishwriting ability?
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1. 2. Problems of teachers’ teaching level and students’ attitude
The most serious problem with junior middleschool students is that most of them fail to have a good command of English writing.Although most of the junior middle school students are beginners of English as well asthey are lack of solid English foundation，英语论文，they are very young, energetic and eager to gainknowledge. So it is necessary to find a certain practical method to change the presentsituation. So it is very necessary to find a certain practical method to change the presentsituation. The research attempts to prove that the strategies should be promoted in middleschools in China. And it is going to put forward some reasonable suggestions to solve theproblems appearing during the experiment.In a word, the present research will provide convincing data and valuableimplications．It will not only build a bridge between strategy findings and their applicationsbut also improve the development of metacognitive strategy training in junior schools．
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Chapter II Literature Review
2.1 Definition of Language Learning Strategy
One of the earliest researchers in this field, Rubin gives very broad definition oflearning strategies as "the tech，英语论文范文
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