Metalinguistic modelling of writing: re-framing classroom talk about writing

在各个国家和司法管辖区，对学生写作成绩的担忧仍然是一个长期存在的问题，在英国，2017年关键阶段2的结果显示，写作仍然落后于阅读。埃克塞特大学写作研究中心的一项累积研究表明，明确教授如何在写作中做出适当的语法选择可以对学生的写作成绩产生统计上的显著影响。同时，本研究强调了高质量的写作对话作为支持儿童学习写作选择的有力工具的重要性。高质量演讲的一个方面是教师对元语言模型的使用，这是该团队开发的一个新概念，与教师如何领导对话讨论作者在已发表文本(导师文本)中所做的选择，以及教师自己作文中所做的选择有关。研究表明，目前教师并不总是对元语言建模有信心，也不总是充分利用它提供的学习潜力。拟议中的博士学位将发展这一关键的研究方向，专门关注新兴的概念--元语言建模，试图从理论上概念化它，并探索它如何在小学课堂上进行教学操作。这项研究有可能改变教师对写作讨论的管理实践，并通过这一点对儿童的写作成就产生实质性的影响。本研究的主要目标将是，首先，产生一个术语的理论概念化的元语言模型，其次，发展有效的元语言模型的教学实践，可以在整个专业中共享。将由以下(临时)研究问题决定：-有效的元语言模型的特征是什么？-使用导师的文本的有效的元语言模型的特征是什么？-什么是教师模型和儿童在他们随后的写作中展示的东西？在许多国家，例如在美国、英国和澳大利亚，使用教师示范作为教学写作的策略一直是课程政策的标准要素，也是英国国家扫盲战略的关键要素。对教师写作模式的教学指导倾向于强调教师与年轻作家分享他们的想法和写作决定。从理论上讲，教师建模的基础是对元认知的理解，特别是与写作有关的理解，以及对写作过程的自我调节。Graham and Perin(2007)和Graham，Wilcox and Eight(2014)报告了一项研究，证明了写作教学的有效性，这种教学模式模拟了教师如何管理写作过程的自我调节策略。然而，关于教师如何模拟写作过程的研究相对较少，尽管Fisher在2002年的研究认为，在实践中，元认知模型很少，而且教师发现这很困难。同样，无论是在专业实践中还是在研究中，教师榜样的概念往往侧重于写作过程的自我管理，特别是规划、起草和文本修订的管理。到目前为止，除了埃克塞特进行的研究外，还没有研究考虑教师建模如何支持作家发展对他们作为作家所做的文本选择的元语言理解。元语言建模这一新兴概念关注的是教师建模如何帮助年轻作家理解语言决策和可供他们选择的曲目。

Concerns about students' achievements in writing remain a persistent issue, across nations and jurisdictions, and in England the 2017 Key Stage 2 results show that writing continues to lag behind reading. A cumulative body of research in the Centre for Research in Writing at the University of Exeter has demonstrated that explicit teaching of how to make appropriate grammatical choices in writing can have a statistically significant effect on student attainment in writing. At the same time, this research has highlighted the importance of high-quality talk about writing as a powerful tool for supporting children's learning about choice in writing. One aspect of high-quality talk is the teacher's use of 'metalinguistic modelling', an emergent concept developed by the team which relates to the way in which teachers lead dialogic discussion about the choices made by writers in published texts (mentor texts), and about the choices made in teachers' own compositions. The research indicates that currently teachers are not always confident in metalinguistic modelling, and do not always capitalise on the learning potential it offers.The proposed PhD will develop this critical line of research by focusing exclusively on the emergent concept of 'metalinguistic modelling', seeking to conceptualise it theoretically and to explore how it is operationalised pedagogically in the primary classroom. The research has the potential to change teachers' practice in the management of talk about writing, and through this to make a material difference to children's achievements in writing.The principal objectives of the study will be, firstly, to generate a theoretical conceptualisation of the term 'metalinguistic modelling', and secondly, to develop effective pedagogical practices in metalinguistic modelling which can be shared across the profession.It will be shaped by the following (provisional) research questions:- What characterises effective metalinguistic modelling of composing a text?- What characterises effective metalinguistic modelling using mentor texts?- What is the relationship between what teachers model and what children demonstrate in their subsequent writing? The use of teacher modelling as a strategy for teaching writing has been a standard element in curriculum policy in many countries, for example, in the United States, England and Australia, and was a key element of the National Literacy Strategy in England. Pedagogical guidance on teacher modelling of writing tends to emphasise teachers sharing their thinking and their composing decisions with young writers. Theoretically, teacher modelling draws on understanding of metacognition, and particularly in relation to writing, self-regulation of the process of writing. Graham and Perin (2007) and Graham, Wilcox and Early (2014) report research which has demonstrated the effectiveness of writing instruction which models self-regulation strategies where teachers reveal how they manage the writing process. However, there is relatively little research which examines how teachers model the writing process, although Fisher's 2002 study argued that in practice metacognitive modelling was rare and teachers found it difficult. Equally, the concept of teacher modelling, both in professional practice and in research, has tended to focus on self-regulation of the process of writing, particularly management of planning, drafting and text revision. There has been no research to date, beyond that undertaken at Exeter, which has considered how teacher modelling can support writers in developing metalinguistic understanding about the textual choices they make as writers. The emergent concept of metalinguistic modelling focuses on how teacher modelling helps young writers understandthe linguistic decision-making and the repertoire of choices available to them.