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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-06-28编辑:vicky点击率:1096
论文字数:52585论文编号:org202206252241507933语种:英语 English地区:中国价格:$ 66
关键词:初中英语论文
摘要:本文是一篇初中英语论文研究,笔者通过对132篇初中生作文的分析,探讨了这些问题。本研究旨在了解初中生在任务型写作中的笔误意识。根据学生在前测和后测中的表现,以及问卷和访谈的结果对结果进行分析。此外,作者还试图探讨在初中写作教学中是否有必要开展笔误意识的提高活动。
Chapter 2 Theoretical Basis and Literature Review
2.1 Slip-of-the-Tongue/ Slip-of-the-Pen
2.1.1 Definition of the Phenomena
2.1.1.1 Definition of Slip-of-the-Tongue
Boomer and Laver (1968) defined slip-of-the-tongue as “the unconscious deviation of the speaker’s planned or intended pronunciation, grammar, lexicons and so on”. This definition emphasizes the relationship between slip-of-the-tongue and linguistic elements, and points out that slip-of-the-tongue is a kind of deviation.
Fromkin (1973; 1980) and Stemberger (1983) stated that a speech error or slip is “an unintentional movement”, “addition, deletion, blending or substitution of material” in an utterance or between sentences. This definition reveals two features of slip-of-the-tongue. First, slip-of-the-tongue is unconscious. Second, the position of slip-of-the-tongue is critical.
According to Aitchison (2011), the collection of utterances needs the utmost care. It not only contains slip-of-the-tongue, but also stands for “a random sample of” various possible segments. Hence, we should pay more attention to the speaker’s competence, his underlying system of rules, instead of his performance, an arbitrary record of his utterances.
In China, the earliest scholars who studied slip-of-the-tongue, Shen Jiaxuan (1992) and Zhang Ning (1990), defined it as the speaker’s accidental and involuntary deviation from his own desired speech, grammar, vocabulary or semantic errors. It is inappropriate discourse resulting from the speaker’s cognition, mental state, society, cultural factors, etc.
2.2 Metacognition
Metacognition is emphasized as a field of psychological research by Flavell (1971). Since then, the research and experiments of metacognitive theory have spread rapidly around the world, with profound significance. A large number of empirical studies show that students with a high level of metacognition can effectively monitor and regulate their learning process, and thus improve their learning efficiency.
2.2.1 Definition of Metacognition
Flavell (1979) believed that metacognition refers to the thinking subject’s knowledge about his own cognitive process, cognitive results and related activities, including knowledge of the current cognitive process (dynamic) and self-cognition ability (static) and the cognition of the interaction between the two, as well as the active detection and regulation of these processes. Based on his opinion, we can understand metacognition as “cognition about cognition”. It is 本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。