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, , . 1 Clark, R. & Ivanic, R. (2013). The politics of writing. New York: Routledge.2 Kostouli, T. (2009). A sociocultural flamework: Writing as social practice. In R.Beard, D. Myhill, J. Riley & M. Nystrand (Eds.), The sage handbook of writingdevelopment (pp. 98-116). California: Sage publication Inc.
3 Prior, P. (2008). A sociocultural theory of writing. In Ch. MacArthur, S. Graham & J.Fitzgerald (Eds.), Handbook of writing research (pp. 54-66). New York: Guifordpress Graham, S. (2006a). Writing. In P. Alexander & P. Winne (Eds.), Handbookof educational psychology (pp. 457-478). Manhawah, New York: Erbaum.
4 , . (2004). . : . .
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5 Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing: An appliedlinguistic perspective. New York: Longman.
6 Tribble, Ch. (1997). Writing. Oxford: Oxford University Press.7 Graham, S. (2006a). Writing. In P. Alexander & P. Winne (Eds.), Handbook ofeducational psychology (pp. 457-478). Manhawah, New York: Erbaum White, R. &Arndt, V. (1991). Process writing. Harlow, Essex: Longman.
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8 , ., , . & , . (2010). (L1). .... , 22, 25-48 Gavriilidou,Z. & Psaltou Joycey, A. (2010). Language learning strategies: an overview. Journal ofApplied Linguistics, 25, 11-25 McCutchen, D. (2006). Cognitive factors in thedevelopment of childrens writing. In Ch. MacArthur, S. Graham & J. Fitzgerald(Eds.), Handbook of writing research (pp. 115-130). New York: Guiford press.
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, , ,, 9. . .
, Chamot OMalley (1990), 10. (metacognitive strategies),
, , , .. , 9 Oxford, R. (1990). Language Learning Strategies: What Every Teacher should know.New York: Newbury House Publishers.
10 Chamot, A.U. & O' Malley, J. M. (1990). Learning Strategies in Second LanguageAcquisition. Cambridge: Cambridge University Press.
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12 Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning, International. Journal of Educational Research, 31, 459-470.
13 Harris, K., Graham, S., Brindle, M. & Sandmel, K. (2009). Metacognition andchildrens writing. In D. Hacker, J. Dunlosky & A. Graesser (Eds.), Handbook ofMetacognition in Education (pp. 131-153). New York: Routledge Hacker, D.,Keener, M. & Kircher, J. (2009). Writing is Applied Metacognition. In D. Hacker, J.Dunlosky & A. Graesser (Eds.), Handbook of Metacognition in Education (pp. 154-172). New York: Routledge Stern, H. H. (1992). Issues and options in languageteaching. Oxford: Oxford University Press.
18
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14 Wenden, A. (1998). Metacognitive knowledge and language learning. AppliedLinguistics, 19, 515-537 Graham, S. & Harris, K. (1994). The role anddevelopment of self-regulation in the writing process. In D. Schunk & B.Zimmerman (Eds.), Self-regulation of learning and performance: Issues andeducational applications (p.p. 203-228). New York: Lawrence Erlbaum Cohen, A.D. (1990). Language learning: insights for learners, teachers and researchers. USA:Newburry House Publishers.
15 , ., , . & , . (2010). (L1). .... , 22, 25-48 Baroudy, I.(2008). Process writing: successful and unsuccessful writers. International Journal ofEnglish Studies, 8(2), 43-63 Ferrari, M., Bouffard, T. & Rainville, L. (1998). Whatmakes a good writer? Differences in good and poor writers self-regulation ofwriting. Instructional Science. 26 (6), 473-488.
19
, 16.
16 Geladari, A. & Mastrothanasis, K. (2013). The employment of cognitive andmetacognitive strategies in bilingual pupils creative writing. In N. Lavidas, Th.Alexiou & A. M. Sougari (Eds.), Major Trends in Theoretical and AppliedLinguistics 3:Selected Papers from the 20th International Symposium on Theoreticaland Applied Linguistics (ISTAL 20) (p.p. 97-113). Poland: Versita Griva, E.,Tsakiridou, E. & Nihoritou, I. (2009). Study of FL composing process and writingstrategies employed by young learners. In M. Nikolov (Ed.), Early Learning ofModern Foreign Languages (pp. 132-148). Bristol: Multilingual Matters Goddard,Y. L. & Sendi, C. (2008). Effects of self-monitoring on the narrative and expositorywriting of four Fourth-Grade Students with Learning Disabilities. Reading &Writing Quarterly, 24(4), 408-433.
20
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, 17. , 18,
17 , ., , . & , . (2011). : . . , . . , . & . (.), 2 , 27-30 2010, 2 (. 69-78). : Yanyan, Z. (2010). Investigating the role of metacognitive knowledge in englishwriting. HKBU Papers in Applied Language Studies, 14, 25-46 Lane, K. L., Harris,K. R., Graham, S., Weisenbach, J. L., Brindle, M. & Morphy, P. (2008). The effectsof self-regulated strategy development on the writing performance of second-gradestudents with behavioral and writing difficulties. Journal of Special Education, 41 (4),234-253 Graham, S. (2006b). Strategy instruction and the teaching of writing: Ameta-analysis. In Ch. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook ofwriting research (pp. 187-207). New York: Guiford press Graham, S., Harris, K. &Mason, L. (2005). Improving the writing performance, knowledge and self-efficacyof struggling young writers: The effects of self-regulated strategy development.Contemporary Educational Psychology, 30, 207-241 Keith, N. & Frese, M. (2005).Self-regulation in error management training: Emotion, control and metacognitionas mediators of performance effects. Journal of Applied Psychology, 90, 677-691.
18 Rose, K. & Kasper, G. (2001). Pragmatics in language teaching. Cambridge:Cambridge University Press Kasper, L. F. (1997). Assessing the metacognitivegrowth of ESL student writers. TESL EJ, 3(1), 1-20 Welch, M. (1992). ThePLEASE strategy: A metacognitive learning strategy for improving the paragraphwriting of students with mild disabilities. Learning Disability Quarterly, 15, 119128.
21
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19 Reshadi, E. & Aidinlou, N. A. (2012). Investigating the relationship between writingmetacognitive awareness and use of cohesiveties in Iranian EFL context. Journal ofBasic and Applied Scientific Research, 2 (5), 4699-4705 Goddard, Y. L. & Sendi, C.(2008). Effects of self-monitoring on the narrative and expository writing of fourFourth-Grade Students with Learning Disabilities. Reading & Writing Quarterly,24(4), 408-433 Lu, W. J. (2006). Relationship between metacognitive strategies andEnglish writing. Foreign Languages and Their Teaching, (9), 25-27 Xu, J. F. &Tang F. (2005). Review of previous research on English writing metacognition inChina and abroad. Foreign Language World, (5), 17-23 De La Paz, S. & Graham, S.(2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction inmiddle school classrooms. Journal of Educational Psychology, 94, 291304 Yarrow,F. & Topping, K. J. (2001). Collaborative writing: The effects of metacognitiveprompting and structured peer interaction. British Journal of EducationalPsychology, 71, 261282
20 Graham, S., Harris, K. & Olinghouse, N. (2007). Addressing executive functiondifficulties in writing: An example from the Self-Regulated Strategy Developmentmodel. In L. Meltzer (Ed.), Executive functioning in education: from theory topractice (pp. 216-236). New York: Guilford Hsiao, T. Y. & Oxford, R. L. (2002).Comparing theories of language learning strategies: A confirmatory factor analysis.Modern Language Journal, 86(3), 368-383 Graham, S. & Harris, K. (2000). Therole of self-regulation and transcription skills in writing and writing development.Educational Psychologist, 35, 312 Graham, S. & Harris, K. (1993). Self-regulatedstrategy development: Helping students with learning problems develop as writers.The Elementary School Journal, 94 (2), 169-181 Graham, S. & Harris, K. & Reid,R. (1992). Developing self-regulated learners. Focus on Exceptional Children, 24, 1-16 Harris, K. & Pressley, M. (1991). The nature of cognitive strategy instruction:Interactive strategy construction. Exceptional Children, 57, 392-405.
22
(process goal) (content goal), .
CALLA (Cognitive AcademicLanguage Learning Approach). , . 21:
: , , .
: . .21 , . (2005). : . , 3, 70-77 Chamot, A. U.(2005). Language Learning Strategy Instruction: Current Issues and Research.Annual Review of Applied Linguistics, 25, 112-130 Oxford, R. L. (2001). Languagelearning strategies. In R. Carter, D. Nunan (eds.), The Cambridge guide to speakersof other languages (pp. 166.-172). Cambridge: Cambridge University Press.
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22 Anderson, J. (1983). The Architecture of Cognition. Cambridge: Harvard UniversityPress.
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23 Chamot, A. U., Barnhardt, S., El-Dinary, P. B. & Robbins, J. (1999). The LearningStrategies Handbook. White Plains, NY: Addison Wesley Longman.
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25 Cohen, A. D. (1987). Studying learner strategies: How we get information. In A.Wenden & J. Rubin (Eds.), Learner strategies in language learning, 31-40,Englewood Cliffs, NJ: Prentice-Hall.
26 Ericsson, K. A. & Simon, H. A. (1987). Verbal reports on thinking. In C. Faerch &G. Kasper (Eds.), Introspection in second language research, 24-53. Clevedon:Multilingual Matters.
29
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27 Chou Hare, V. & Smith, D. C. (1982). Reading to Remember: Studies ofmetacognitive reading skills in elementary school-aged children. Journal ofeducational Research, 75: 157-164.
28 Ericsson, . . & Simon, H. (1984). Protocol analysis: Verbal reports as data.Cambridge, MA: The MIT Press.
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36 Argyle, A. (1996). The experimental study of relationships. In D. Miell & R. Dallos(Eds.), Social Interaction and Personal Relationships (pp. 343-355). Milton Keynes:Open University Press.
37 Petric, B. & Czarl, B. (2003). Validating a Writing. Strategy Questionnaire. System,31(2), 187-215.
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