What Is Metacognition In Language Learning

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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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Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition has a crucial function toplay in successful learning, it is essential to study metacognitive activity and development to establish how students can be taught to better apply their cognitive resources through metacognitive control. Because it plays a critical role in successful learning it is important for both the teacher and the taught.
The term metacognition was introduced by Flavell in 1976 to refer to 'the individual's own awareness and consideration of his or her cognitive processes and strategies' (Flavell 1979). It refers to that uniquely human capacity of people to be self-reflexive, not just to think and know but to think about one’s own thinking and knowing. Metacognition is “thinking about thinking”, knowing "what we know" and "what we don't
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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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