"The Role of Metacognition in Second LanguageTeaching and Learning" By Neil Anderson

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"The Role of Metacognition in Second LanguageTeaching and Learning" By Neil Anderson

Kruger and Dunning's research

Tasks invloving logic and grammer, improved self-assessment corresponded with improvement in the skills being assessed.

Learners whose skills bases are weak in a particular area tend to overestimate their ability in that area.

High-ability learners don't recognize the extent of their knowledge.

It is possible to teach learners at all ability levels to assess their own performance more accuratley.

Five primary components

Evaluating Strategy use and learning

Second anguage learners are actively involved in metacognition when they attempt to evaluate whether what they are doing is effective

Teachers can help students evaluate with four questions.

What else could I do?

How well am I using them

What strategies am I using?

What am I trying to accomplish?

Orchestrating various strategies

The ability to coordinate, organize, and make associations among the various strategies available is a major distinction between strong and week second language learners.

The teacher needs to show students how to recognize when one strategy isn't working and how to move on to another.

Teachers can assist students by making them aware of multiple strategies available to them.

Monitoring strategy use

Students are better able to keep themselves in track to meet their learning goals.

Students can be taught to monitor their use of this stategy.

Student's should pause occasionally and ask themselves questions about what they are doing.

Students nned to ask themselves periodically whether or not they are still using those strategies as intended.

Selecting and using learning strategies

The learner can think and make conscious decisions about the learning process.

Teachers need to show students how to choose the strategy that has the best chance of success in a given situation.

No single strategie will work in every instance.

Explicitly teach students a variety of learning strategies and also use when to use them.

Preparing and planning for learning

Students are thinking about what they need or want to accomplish and how they intend to go about it.

The more clearly articulated the goal, the easier it will be for the learners to measure their progess.

Teachers can promote by being explicity about the particular learning goals and guiding the students in setting their owvn learning goals.

Metacognition

More than one metacognitive process may be occuring at a time during a second language learning task.

Defined as simply thinking about thinking

Distinctions between cognitive and metacognitive

Metacognitive

Teh ability to choose and evaluate one's strategies is of central importance.

Allow's students to plan, control, and evalutae their learning.

Cognitive

Maximize interaction and input

Strategies

Benefits

Ignites ones thinking

Leads to more profound thinking

Improved performance

Empower second language learners.

Better prepared to make conscious decisions about what they can do to improve their learning.