Metacognitive knowledge are the beliefs and knowledge about learning. Metacognitive knowledge has been classified according to whether it focuses on the learner (person), the learning task (task), or on the process of learning (strategic knowledge).
Personal knowledge is knowledge that learners have acquired about human factors that facilitate or inhibit learning. Task knowledge consists of three elements – it refers to what the learners know about the purpose of the task and how it will serve their language learning needs. Domain knowledge refers to what the learner knows about the subject matter. Strategic knowledge refers to general knowledge about what strategies are, why they are useful, and specific knowledge about when and how to use them.
The metacognitive knowledge learners have acquired about themselves as learners has been shown to influence their choice of learning objectives and the criteria they use for evaluating learning outcomes.
Teachers should try and gain an understanding of their learners’ beliefs and acquired knowledge about language learning. Teachers should also aim to help language learners develop a more reflective and self-directed approach to learning their new language.
Four procedures are suggested that define awareness raising activities for the metacognitive knowledge acquisition in devising tasks and materials.
Elicitation of the learners’ metacognitive knowledge and beliefs.
Articulation of what has come to awareness.
Confrontation with alternative views.
Reflection on the appropriateness of revising, expanding one’s own knowledge
Personal knowledge is knowledge that learners have acquired about human factors that facilitate or inhibit learning. Task knowledge consists of three elements – it refers to what the learners know about the purpose of the task and how it will serve their language learning needs. Domain knowledge refers to what the learner knows about the subject matter. Strategic knowledge refers to general knowledge about what strategies are, why they are useful, and specific knowledge about when and how to use them.
The metacognitive knowledge learners have acquired about themselves as learners has been shown to influence their choice of learning objectives and the criteria they use for evaluating learning outcomes.
Teachers should try and gain an understanding of their learners’ beliefs and acquired knowledge about language learning. Teachers should also aim to help language learners develop a more reflective and self-directed approach to learning their new language.
Four procedures are suggested that define awareness raising activities for the metacognitive knowledge acquisition in devising tasks and materials.
Elicitation of the learners’ metacognitive knowledge and beliefs.
Articulation of what has come to awareness.
Confrontation with alternative views.
Reflection on the appropriateness of revising, expanding one’s own knowledge
The notion of learner centred instruction in foreign and second languages grew out of the recognition that language learners are diverse, in their reasons for learning another language, their approach to learning, and their abilities. This article is about learner development, a learner centred innovation in FL/SL instruction that responds to learner diversity by aiming to improve the language learner’s ability to learn a language. First, an overview are provided. Then, the foundational ideas that shaped early practice in learner development and the changes in the field that resulted as these ideas were implemented in language programmes in various world regions are described. An evaluation of the theory and practice in learner development from the perspective of selected theories in SLA follows. The conclusion provides suggestions for future development.
Wenden, A. (2002). Learner development in language learning. Applied Linguistics, 23(1), 32-55.