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Metacognition in Language Learning and Teaching

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applied linguistics
Asta Haukas
Camilla Bjorke
Category=CB
Category=CFD
Chinese EFL Student
classroom intervention methods
cognitive awareness in education
Crosslinguistic Awareness
Declarative Metacognitive Knowledge
EFL Learner
EFL Writing
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
Eva Thue Vold
Foreign Language Classroom
George E. K. Whitehead
Gerard Doetjes
Gro-Anita Myklevold
Henrik Bohn
Hilde Hasselgard
Intercultural Communicative Competence
intercultural competence
Karen Forbes
Keystroke Logging Software
L1 Classroom Context
L1 Writing
L3 Learners
L3 Students
Language Awareness
language learner strategies
Language Learning
Language Learning Strategies
Language Teacher Education
language teaching
Lawrence Jun Zhang
Linda Fisher
Magne Dypedahl
metacognition
Metacognitive Awareness
Metacognitive Knowledge
Metacognitive Reflections
Metacognitive Strategies
metacognitive strategies for language teachers
Metalinguistic Awareness
Multilingual Awareness
multilingual education
Odd Eriksen
Phil Hiver
Ragnar Arntzen
Teacher Metacognition
Tony Limin Qin
Ulrike Jessner
Vice Versa
Yvonne Knospe

Product details

  • ISBN 9780367589851
  • Weight: 460g
  • Dimensions: 152 x 229mm
  • Publication Date: 14 Aug 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

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.
About

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.