The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest.
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| Title: | The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest. |
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| Language: | English |
| Authors: | Anderson, Neil J., ERIC Clearinghouse on Languages and Linguistics, Washington, DC. |
| Availability: | ERIC Clearinghouse on Languages and Linguistics, 4646 40th Street N.W., Washington, DC 20016-1859. Tel: 202-362-0700. For full text: http://www.cal.org/ericcll/DIGEST. |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2002 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Document Type: | ERIC Publications ERIC Digests in Full Text |
| Descriptors: | Learning Processes, Learning Strategies, Metacognition, Second Language Instruction, Second Language Learning, Teaching Methods |
| Abstract: | This digest examines the role metacognition can play in the teaching and learning of a second language. Understanding and controlling cognitive processes may be one of the most essential skills that classroom teachers can help second language learners develop. Rather than focus students' attention solely on learning the language, second language teachers can help students learn to think about what happens during the language learning process, which will lead to the development of stronger learning skills. The digest highlights a model of metacognition that is made up of five primary components: preparing and planning for learning, selecting and using learning strategies, monitoring strategy use, orchestrating various strategies, and evaluating strategy use and learning. Also discussed is the interaction of metacognitive skills. (VWL) |
| Entry Date: | 2002 |
| Accession Number: | ED463659 |
| Database: | ERIC |
| Abstract: | This digest examines the role metacognition can play in the teaching and learning of a second language. Understanding and controlling cognitive processes may be one of the most essential skills that classroom teachers can help second language learners develop. Rather than focus students' attention solely on learning the language, second language teachers can help students learn to think about what happens during the language learning process, which will lead to the development of stronger learning skills. The digest highlights a model of metacognition that is made up of five primary components: preparing and planning for learning, selecting and using learning strategies, monitoring strategy use, orchestrating various strategies, and evaluating strategy use and learning. Also discussed is the interaction of metacognitive skills. (VWL) |
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