Metacognition in Language Learning and Teaching

by Åsta Haukås (Editor), Camilla Bjørke (Editor), Magne Dypedahl (Editor)

Overview

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.

Product Details

ISBN-13:	9780367589851
Publisher:	Taylor & Francis
Publication date:	08/14/2020
Series:	Routledge Studies in Applied Linguistics
Pages:	284
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Camilla Bjørke is Associate Professor of Foreign Language Pedagogy in the Faculty of Business, Languages, and Social Sciences, Østfold University College, Norway.

Magne Dypedahl is Associate Professor of English in the Faculty of Humanities, Sports and Educational Science at the University of South-Eastern Norway.

Åsta Haukås is Professor of Applied Linguistics and Foreign Language Pedagogy at the Department of Foreign Languages, University of Bergen, Norway.

Table of Contents

1. Introduction Åsta Haukås, Camilla Bjørke and Magne Dypedahl  

Part I  

2. Metacognition in Language Learning and Teaching: an Overview Åsta Haukås  

3. Metacognition in Multilingual Learning: a DMM Perspective Ulrike Jessner  

4. A Metacognitive Approach to Intercultural Learning in Language Teacher Education Magne Dypedahl  

Part II  

5. Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk Eva Thue Vold  

6. Language Contrasts, Language Learners and Metacognition: Focus on Norwegian Advanced Learners of English Hilde Hasselgård  

7. Metacognitive Knowledge about Writing in a Foreign Language: a Case Study Yvonne Knospe  

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 Karen Forbes  

9. Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments Lawrence Jun Zhang and Tony Limin Qin  

10. Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom Henrik Bøhn and Gro-Anita Myklevold  

11. Reflecting on Educational Experiences: an Analysis of two Migrant Students’ Stories Ragnar Arntzen and Odd Eriksen  

Part III

12. "Emotion Recollected in Tranquillity": Blogging for Metacognition in Language Teacher Education Linda Fisher

13. Teaching Metacognitively: Adaptive Inside-Out Thinking in the Language Classroom Phil Hiver and George E.K. Whitehead