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Metacognition and Learner Autonomy in English Learning and Teaching

Author: TanRan
Tutor: LiuRuShan
School: Ocean University of China
Course: Foreign Linguistics and Applied Linguistics
Keywords: English learning Metacognitive Autonomous learning Train
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 295
Quote: 0
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Abstract

In China, learning English is a universal participation in the activities, learners have paid a lot of time and effort, but the effectiveness of learning English, but most of them is not satisfactory. Therefore, how to improve the efficiency of teaching and learning has been a hot topic of discussion of foreign language teaching. Since Flavell 1980s, the concept of metacognition, the relationship between metacognitive and foreign language learning has been widespread concern. The metacognitive mainly refers to individuals aware of their own cognitive processes and control, which includes two aspects of metacognitive knowledge, metacognitive strategies. After the introduction of meta-cognitive concept in the 1990s, many experts and scholars on the concept of metacognition in China specific environmental roadway with cognition and learning English (especially academic) the relationship between a lot of research . Confirmed by the use of metacognitive strategies in the process of learning English vocabulary learning, reading comprehension, listening and writing have a positive impact in the pre-planned, self-assessment, self-monitoring and selective attention to several aspects of eugenics than poor students . In recent years, has become the new focus on the metacognitive strategy training. Metacognitive strategy training, the main goal is to make learning gradually learn to develop study plans, choose the learning method to arrange learning task, monitoring the learning process, assessment of learning outcomes, the ultimate realization of self-learning. Independent study first proposed by Holec. Independent study that LA, refers to the ability of the students responsible for their own learning, it is not an act, culture formed an acquired through performance in five areas: to identify learning goals, determine the progress of the content, the selection method skills, monitoring the learning process, assessment of learning outcomes. Metacognitive and self-learning is closely linked to the use of metacognitive strategies ultimately order to achieve self-learning. The author attempts to elements of the experiments to analyze the relationship between the meta-cognitive elements, metacognition and student learning, independent learning, and ultimately determine the specific relationship between metacognition and autonomy of modern foreign language teaching and Learn some inspiration. This article focuses on the following questions. (1) Metacognitive use of student learning, meta-cognitive and academic achievement of the students. (2) between the self-learning and metacognitive corresponding ingredients, how to use these ingredients to promote English learning and teaching? (3) Teachers Teaching Plan and the specific process of teaching metacognitive strategies concern for student learning What is the impact? paper is divided into six chapters: Chapter One: the current situation of English learning in China, the main problems, and the discussion on metacognitive training to achieve self-learning whether or not to adapt to the specific learning environment. Chapter II: A Literature Review to introduce domestic and foreign research results on the meta-cognitive and self-learning, analysis of the various elements of the meta-cognitive and self-learning, raised a point of integration of meta-cognitive and self-learning. Chapter III: listed at home and abroad metacognitive and autonomy of research priorities and methods, as well as some practical training methods prove to guide experimental studies. Chapter 4: Learning Strategies for vocational students, primarily through the analysis of questionnaire data and meta-cognitive strategies and learning all aspects of the relationship between metacognition and learning English. An open-ended questionnaire for teachers, analysis of the teacher in the process of teaching management and practical implementation measures, the focus of these measures and student learning are the same, if inconsistent, how to adjust. Chapter 5: According to the analysis of the results of the questionnaire, some enlightenment on China's English teaching and learning. Chapter VI: research summary evaluation pointed out that the study of the problems and room for improvement.

Metacognition and Learner Autonomy in English Learning and Teaching

Abstract

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