Language: Significance Of Metacognition In Language
Significance of Metacognition in Language Teaching
Dr Satyanarayana Thotaa and Dr Katyayani Sangamb
aProfessor of English, SR Engineering College, Warangal, TS - INDIA satyamt3@gmail.com bAssistant Professor, Hafar Al Batin University, KSA kathysatyam@yahoo.co.in Keywords: Meta cognition; significance; language teaching; strategies
Extended Abstract
Despite the fact that all normal healthy human beings are born equi-capable, the learning abilities differ from individual to individual. The effective learners use their conscious ability to master their knowledge because they posses good metacognition. Metacognition helps the learners to devise activities of their choice such as planning how to approach a given learning task, ways and means
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Build an inclusive, positive, and stimulating classroom environment, e.g., by exhibiting a positive and enthusiastic approach to learning and by modeling thinking skills and habits of mind.
2. Construct teacher-driven metacognitive activities initially, with an emphasis on developing awareness of metacognitive processes, but also use the gradual release model as a guide so that students become capable of effectively selecting, using, monitoring, and evaluating their use of these strategies (Graham and Harris, 1993).
3. Create opportunities for students to talk about their thinking and to build a thinking vocabulary. To think and talk about their thinking, students need help to sort out thinking skills and terms associated with decision making, e.g., global terms like “metacognition” and specific terms like “classifying,” “formulating questions,” and having “self-knowledge” and “self-control.”
4. Engage students in talking about metacognitive strategies, e.g., through conference, interview, or survey questions. Israel cautions: “it is not wise to assume that students intrinsically have the metacognitive ability to respond to questions in a reflective manner.” (Israel, 2007,
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