Strategy， Metacognition and Instruction in English Reading论文
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最后更新时间:2024-03-30
Abstract：In language learning， in particular second language learning context， metacognition seems to be quite a buzzword nowadays. However， as a concept coined in psychology， it brings a series of challenges to language teachers who intend to concretize it in pedagogy. This paper intends to illuminate classroom practitioners by detailing the evolution of this concept from learning strategy research， its framework as constructed in language learning area， and the practice of implementing metacognitive instruction in English reading courses.
Key words：metacognition；metacognitive instruction；English reading
1672-1578（2012）11-0004-02
The sustained popularity of research on language learning strategies provides us with rich information in understanding how learners learn a language and how language teachers can maximize learners’ learning effects through strategy instruction. In this paper， I will take a focused review on reading strategy investigations to outline the recent development of research from strategy， to metacognition and finally to the concretization of findings along this line in reading pedagogies.
1 Research on Reading Strategies
Within the domain of reading， researchers identified a series of effective strategies readers use in English learning， such as differencing， summarizing， forming questions， activating prior knowledge （Grabe， 2009：209）. A substantial body of empirical studies also endorse the effectiveness of explicit teaching of specific reading strategies in improving students’ reading comprehension （Carrell， Pharis， & Liberto， 1989； Zhang， 2008）.
2 Development of Research on Learning Strategies
With growing research on strategy use later on， it is gradually revealed that it is simply not the case that the inclusion of a strategy leads to reading improvement. The key point doesn’t lie in knowing “what strategy to use”， but in how to “apply them strategically” （Anderson ， 1991： 468-469）. Some studies further demonstrates that less effective language leaners sometimes even use strategies as frequently as their more succesul peers， but they use differently （Chamot & El-Dinary， 1999）. Good language learners demonstrate adeptness at matching strategies to the task they are working on. while less succesul learners seem to lack the metacognitive knowledge to manage their reading process and choose appropriate strategies when needed. These findings facilitate learning strategy researchers and language teachers to turning their attention from strategies to metacognition in language learning.
Key words：metacognition；metacognitive instruction；English reading
1672-1578（2012）11-0004-02
The sustained popularity of research on language learning strategies provides us with rich information in understanding how learners learn a language and how language teachers can maximize learners’ learning effects through strategy instruction. In this paper， I will take a focused review on reading strategy investigations to outline the recent development of research from strategy， to metacognition and finally to the concretization of findings along this line in reading pedagogies.
1 Research on Reading Strategies
Within the domain of reading， researchers identified a series of effective strategies readers use in English learning， such as differencing， summarizing， forming questions， activating prior knowledge （Grabe， 2009：209）. A substantial body of empirical studies also endorse the effectiveness of explicit teaching of specific reading strategies in improving students’ reading comprehension （Carrell， Pharis， & Liberto， 1989； Zhang， 2008）.
2 Development of Research on Learning Strategies
With growing research on strategy use later on， it is gradually revealed that it is simply not the case that the inclusion of a strategy leads to reading improvement. The key point doesn’t lie in knowing “what strategy to use”， but in how to “apply them strategically” （Anderson ， 1991： 468-469）. Some studies further demonstrates that less effective language leaners sometimes even use strategies as frequently as their more succesul peers， but they use differently （Chamot & El-Dinary， 1999）. Good language learners demonstrate adeptness at matching strategies to the task they are working on. while less succesul learners seem to lack the metacognitive knowledge to manage their reading process and choose appropriate strategies when needed. These findings facilitate learning strategy researchers and language teachers to turning their attention from strategies to metacognition in language learning.