تحري الوعي ما وراء المعرفي عند أساتذة التعليم العالي للغة الانجليزية في مقياس الكتابة الأكاديمية
الكلمات المفتاحية:
المهارات ما وراء المعرفية, الوعي ما وراء المعرفي, تدريس الكتابة, اساتذة الانجليزية كلغة اجنبية ثانية
الملخص
لطالما كان تعليم الكتابة قضية للنقاش في البحوث العلمية المشتغلة باللغة الانجليزية كلغة أجنبية. أحد جوانب الاختلاف هي تعليم الكتابة والمهارات ما راء المعرفية. المهارات ما وراء المعرفية هي مهارات تنظيمية تقوم بالتنظيم والتحكم في التفكير. هذه المهارات تنطبق على الطلبة والأساتذة على حد سواء والتحقق من هذه المسألة عبر وجهتي النظر ضرورة حتمية. الكثير من البحوث اهتمت بالمهارات التنظيمية للطلبة على عكس الأساتذة الذين لم يتلقوا نفس الاهتمام. الدراسة الحالية تهدف لملء هذا الفراغ عبر التحقيق في الوعي المعرفي عند أساتذة الجامعة الجزائرية المشتغلين بتدريس مقياس الكتابة وكذلك التحقيق في مواقفهم أفكارهم، وحافزهم لتدريس مقياس الكتابة في الأوساط الجامعية. تم توزيع استبيان يعتني بالوعي ما وراء المعرفي على ثمانية أساتذة جزائريين من جامعتين مختلفتين بهدف استكشاف المكونات الثلاث للوعي المعرفي: معرفة الذات، معرفة المهام، ومعرفة التقنيات. نتائج البحث أبانت عن وعي الأساتذة ما وراء المعرفي وموقفهم الايجابي تجاه تعليم مقياس الكتابة للطلبة الجامعيين.
المراجع
Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 Writing. ELT journal, 41(4), 257-267. http://dx.doi.org/10.1093/elt/41.4.257.
Blasco, J. A. (2016). The relationship between writing anxiety, writing self-efficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study. Journal of English Studies, 14, 7-45.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum.
Christmas, B. (2011). The role of brainstorming in improving students writing performance in theEFL classroom. [Online]Available: http://sydney.edu.au/cet/docs/research/The%20Role%20of%20Brainstorming%20in%20Improving%20Students%2 0Writing.pdf (October 12, 2011).
Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. (Ed.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Harmer, J. (2007). The practice of English language teaching. (4th edition). Harlow: Longman. http://dx.doi.org/10.1177/003368820103200109
Hartman, H.J. (2001b). Teaching metacognitively. In H.J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 149-172). Boston: Kluwer Academic.
Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
Jacobs, J.E., & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3 & 4), 255-278.
Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
McMullen, M.G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 73(3), 418-433. http://dx.doi.org/10.1016/j.system.2009.05.001
metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
Mu, C. (2005). A taxonomy of ESL writing strategies. In Redesigning Pedagogy: Research, Policy, Practice, May 30-June 1, 2005 (pp. 1-10). Singapore.
Newman, D., Catavero, C., & Wright, L. (2012). Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division. CBE - Life Sciences Education, 11(4), 425-436.
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235-247.
Oxford, R.L. (2003). Language Learning Styles and Strategies: What Every Teacher Should Know. Boston: Heinle.
Paris, S.G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 1551). Hillsdale, NJ: Lawrence Erlbaum.
Petric, B &, Czarl, B. (2003). Validating a Writing Strategy Questionnaire. System. 31,187-215.
Purpura, J. (1999). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47, p. 289-325.
Scarcella, R.& Oxford, R. (1992). The Tapestry of Language Learning: The individual in the communicative classroom. Boston, Ma: Heinle&Heinle Publishers.
Schraw, G. (2001). Promoting general metacognitive awareness. In H.J. Hartman (Ed.), Metacognition in learning and instruction (pp. 3-16). Boston: Kluwer Academic.
Wenden, A. (1991). Metacognitive Strategies in L2 Writing: A case for task knowledge. J. E.Alatis (Ed.)., Georgetown University Round Table on Languages and Linguistics, p. 302-231. Any publishing house and place?
Wenden, A. L. (1991). Learner strategies for learner autonomy. London: Prentice Hall.
Blasco, J. A. (2016). The relationship between writing anxiety, writing self-efficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study. Journal of English Studies, 14, 7-45.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum.
Christmas, B. (2011). The role of brainstorming in improving students writing performance in theEFL classroom. [Online]Available: http://sydney.edu.au/cet/docs/research/The%20Role%20of%20Brainstorming%20in%20Improving%20Students%2 0Writing.pdf (October 12, 2011).
Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. (Ed.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Harmer, J. (2007). The practice of English language teaching. (4th edition). Harlow: Longman. http://dx.doi.org/10.1177/003368820103200109
Hartman, H.J. (2001b). Teaching metacognitively. In H.J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 149-172). Boston: Kluwer Academic.
Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
Jacobs, J.E., & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3 & 4), 255-278.
Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
McMullen, M.G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 73(3), 418-433. http://dx.doi.org/10.1016/j.system.2009.05.001
metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
Mu, C. (2005). A taxonomy of ESL writing strategies. In Redesigning Pedagogy: Research, Policy, Practice, May 30-June 1, 2005 (pp. 1-10). Singapore.
Newman, D., Catavero, C., & Wright, L. (2012). Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division. CBE - Life Sciences Education, 11(4), 425-436.
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235-247.
Oxford, R.L. (2003). Language Learning Styles and Strategies: What Every Teacher Should Know. Boston: Heinle.
Paris, S.G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 1551). Hillsdale, NJ: Lawrence Erlbaum.
Petric, B &, Czarl, B. (2003). Validating a Writing Strategy Questionnaire. System. 31,187-215.
Purpura, J. (1999). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47, p. 289-325.
Scarcella, R.& Oxford, R. (1992). The Tapestry of Language Learning: The individual in the communicative classroom. Boston, Ma: Heinle&Heinle Publishers.
Schraw, G. (2001). Promoting general metacognitive awareness. In H.J. Hartman (Ed.), Metacognition in learning and instruction (pp. 3-16). Boston: Kluwer Academic.
Wenden, A. (1991). Metacognitive Strategies in L2 Writing: A case for task knowledge. J. E.Alatis (Ed.)., Georgetown University Round Table on Languages and Linguistics, p. 302-231. Any publishing house and place?
Wenden, A. L. (1991). Learner strategies for learner autonomy. London: Prentice Hall.
منشور
2022-09-30
كيفية الاقتباس
بن بوزيدم., & حاميتوشف. (2022). تحري الوعي ما وراء المعرفي عند أساتذة التعليم العالي للغة الانجليزية في مقياس الكتابة الأكاديمية. مجلة العلوم الاجتماعية, 16(2), 540-552. https://doi.org/10.34118/ssj.v16i2.2542
إصدار
القسم
Articles
الحقوق الفكرية (c) 2022 مجلة العلوم الاجتماعية
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-NonCommercial 4.0 International License.
