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9 Metacognition

  • Mark Feng Teng
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Cognitive Individual Differences in Second Language Acquisition
This chapter is in the book Cognitive Individual Differences in Second Language Acquisition

Abstract

Metacognition is a type of individual difference. In the field of educational psychology, metacognition has been explored for decades with the consensus that it plays a role in learners’ academic achievement. Increasing attention has also been paid to metacognition in the field of second language learning. Through an overview of educational psychology and second language acquisition studies, this chapter explores the construct of metacognition and provides a theoretical basis for metacognition in second language learning. The chapter highlights the importance of metacognition as a tool for language learning and teaching. This chapter also introduces key instruments for assessing metacognition, and presents research findings that support metacognitive instruction for improving listening, reading, and writing outcomes. Research suggests that students should be aware of how they can activate their existing knowledge to enhance the language learning process, build an awareness of their knowledge gaps and set goals for bridging these gaps. Language teachers play a key role in supporting their students in developing metacognitive awareness through modeling metacognitive strategies. Most importantly, language teachers themselves should be metacognitively aware of their own teaching to help students’ language learning.

Abstract

Metacognition is a type of individual difference. In the field of educational psychology, metacognition has been explored for decades with the consensus that it plays a role in learners’ academic achievement. Increasing attention has also been paid to metacognition in the field of second language learning. Through an overview of educational psychology and second language acquisition studies, this chapter explores the construct of metacognition and provides a theoretical basis for metacognition in second language learning. The chapter highlights the importance of metacognition as a tool for language learning and teaching. This chapter also introduces key instruments for assessing metacognition, and presents research findings that support metacognitive instruction for improving listening, reading, and writing outcomes. Research suggests that students should be aware of how they can activate their existing knowledge to enhance the language learning process, build an awareness of their knowledge gaps and set goals for bridging these gaps. Language teachers play a key role in supporting their students in developing metacognitive awareness through modeling metacognitive strategies. Most importantly, language teachers themselves should be metacognitively aware of their own teaching to help students’ language learning.

Chapters in this book

  1. Frontmatter I
  2. Acknowledgments V
  3. Contents VII
  4. Foreword IX
  5. 1 SLA and Individual Differences: An Overview 1
  6. Part I: Age, Intelligence, Aptitude and Affect
  7. 2 The Age Factor and the Critical Period Hypothesis 19
  8. 3 Intelligence 35
  9. 4 Foreign Language Aptitude 53
  10. 5 Language Aptitude, Psychological and Affective Factors 73
  11. Part II: Memory, Attention and Noticing
  12. 6 Phonological and Executive Working Memory 97
  13. 7 Consciousness, Attention and Noticing 125
  14. Part III: Learning Strategies, Metacognition and Self- Regulation
  15. 8 Language Learning Strategies 147
  16. 9 Metacognition 175
  17. 10 Self-Regulation 201
  18. Part IV: L2 Skills, Learning Difficulties, and Anxiety
  19. 11 L2 Reading and Writing Skills 225
  20. 12 L2 Learning Difficulties and Disabilities 257
  21. 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
  22. Epilogue
  23. 14 Individual Differences in SLA–Looking Back and Looking Forward 321
  24. Author Profiles 335
  25. Index 337
https://doi.org/10.1515/9781614514749-009

Chapters in this book

  1. Frontmatter I
  2. Acknowledgments V
  3. Contents VII
  4. Foreword IX
  5. 1 SLA and Individual Differences: An Overview 1
  6. Part I: Age, Intelligence, Aptitude and Affect
  7. 2 The Age Factor and the Critical Period Hypothesis 19
  8. 3 Intelligence 35
  9. 4 Foreign Language Aptitude 53
  10. 5 Language Aptitude, Psychological and Affective Factors 73
  11. Part II: Memory, Attention and Noticing
  12. 6 Phonological and Executive Working Memory 97
  13. 7 Consciousness, Attention and Noticing 125
  14. Part III: Learning Strategies, Metacognition and Self- Regulation
  15. 8 Language Learning Strategies 147
  16. 9 Metacognition 175
  17. 10 Self-Regulation 201
  18. Part IV: L2 Skills, Learning Difficulties, and Anxiety
  19. 11 L2 Reading and Writing Skills 225
  20. 12 L2 Learning Difficulties and Disabilities 257
  21. 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
  22. Epilogue
  23. 14 Individual Differences in SLA–Looking Back and Looking Forward 321
  24. Author Profiles 335
  25. Index 337
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