大学生英语学习元认知策略、自我效能感与英语成绩的相关性研究 Relationshop Among Meta-cognition, Self-efficacy and Academic Achievement in Learning English as a Foreign Language开题报告

1. 研究目的与意义（文献综述）

with a greater number of people involved in english learning, the probation of effective methods of teaching and learning is pushed into the spotlight. in the past three decades, the progress of cognitive psychology shifted the emphasis of second language acquisition from teaching methodology to independent study and mental factors from the perspectives of language learners. as two vital factors closely related to academic achievement, self-efficacy and meta-cognitive become subjects of researches across the globe.

proposed by bandura in 1986, self-efficacy has widely druw attention of psychologists and educators. as indicated in researches in various fields, level of self-efficacy exerts substantially influence on the academic achievement of an individual. self-efficacy of undergraduates in english learning is the belief in one’s capacity to learn english efficiently and accomplish english tasks in a satisfactory way. in the twentith century, scholars in china realized the vital importance of self-efficacy belief in english learning, therefore starting to conduct researches, which demonstrated a positive relationship between self-efficacy and english level.

meta-cognitive strategy, which is part and parcel in both pedagogy and psychology, is proposed by flavel in 1977. it is self-consciousness to individual cognitive activities, being considered as the core in the entire structure of problem solving. researchers, at home and abroad, have demostrated that compared with other learning strategies, meta-cognitve has a stronger impact on students’ independent study and their control of study tasks. in the field of second language acquicision, the functions of meta-cognitive are examed by chinese scholars from various aspects of english learning, such as reading, listening, writing, etc. based on their studies, meta-cognitive suits for various english learning tasks, and the difference in using these strategies is one of the main factors leading to the different english competence between high and low graders.

2. 研究的基本内容与方案

the study will focus on the relationships among meta-cognition strategies, self-efficacy and academic achievement in undergraduates’ english study in order to benefit students and teachers in terms of english learning methods and pedagogy.

this paper addresses three research questions:

1. what are the meta-cognition strategies employed by in undergraduates in english learning?

3. 研究计划与安排

before 20th january : settlement of the title

before20th march: submission of the outline

before 25th april : submission of the first draft

4. 参考文献（12篇以上）

[1]bandura, a. self-efficacy: the exercise of control[m]. new york, ny: w. h. freeman, 1997.

[2]esmaeil, panahandeh, shahram, esfandiari, asl. the effect of planning and monitoring as metacognitive strategies on iranian efl learners' argumentative writing accuracy[j]. procedia - social and behavioral sciences, 2014, (98): 1409-1416

[3]flavell, j. h. cognitive development [m]. nj: prentice hall, 1977.