METACOGNITION

Masatoshi Sato

Producción científica: Contribución a los tipos de informe/libroCapítulorevisión exhaustiva

12 Citas (Scopus)

Resumen

Metacognition-often called knowledge about knowledge-is a type of individual difference that has been found to predict students’ academic achievements in various subjects (e.g., math and science). Metacognition allows students to plan, self-monitor, and self-evaluate their learning processes and products; hence, it serves a pivotal role in self-regulated learning. With the recent interest in metacognition in the field of second language (L2) learning, the chapter overviews research in educational psychology and second language acquisition. First, the chapter explores the construct of metacognition and other individual differences related to metacognition. A key difference will be highlighted between metacognitive knowledge and L2 knowledge. Second, given that metacognition is susceptible to external manipulation, the chapter zeros in on metacognitive instruction, that is, pedagogical techniques designed to increase students’ metacognition. A distinction will be made between metacognitive instruction and learning strategy instruction. The chapter includes a variety of examples of metacognitive instruction targeting specific learner variables (e.g., willingness to communicate), L2 skills (e.g., speaking), and strategies (e.g., corrective feedback). The chapter concludes with suggestions on how to incorporate metacognition in future L2 research.

Idioma originalInglés
Título de la publicación alojadaThe Routledge Handbook of Second Language Acquisition and Individual Differences
EditorialTaylor and Francis AS
Páginas95-109
Número de páginas15
ISBN (versión digital)9781000548402
ISBN (versión impresa)9781032219141
DOI
EstadoPublicada - 1 ene. 2022

Áreas temáticas de ASJC Scopus

  • Artes y Humanidades General
  • Ciencias Sociales General

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