The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.
Author(s): Åsta Haukås (editor), Camilla Bjørke (editor), Magne Dypedahl (editor)
Series: Routledge Studies in Applied Linguistics
Edition: 1
Publisher: Routledge
Year: 2018
Language: English
Pages: 284
Tags: metacognition; language; metacognition in language learning; metacognition in language teaching;
Cover
Title
Copyright
Contents
List of Tables and Figures
Foreword
List of Contributors
Acknowledgements
1 Introduction
2 Metacognition in Language Learning and Teaching: An Overview
3 Metacognition in Multilingual Learning: A DMM Perspective
4 A Metacognitive Approach to Intercultural Learning in Language Teacher Education
5 Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk
6 Language Contrasts, Language Learners and Metacognition: Focus on Norwegian Advanced Learners of English
7 Metacognitive Knowledge about Writing in a Foreign Language: A Case Study
8 “In German I Have to Think about It More than I Do in English”: The Foreign Language Classroom as a Key Context for Developing Transferable Metacognitive Writing Strategies
9 Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments
10 Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom
11 Reflecting on Educational Experiences: An Analysis of Two Migrant Students’ Stories
12 “Emotion Recollected in Tranquillity”: Blogging for Metacognition in Language Teacher Education
13 Teaching Metacognitively: Adaptive Inside-Out Thinking in the Language Classroom
Index
