ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)

ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)

Metacognition, Learner Autonomy

* ScienceDirect: Full text .... 買わないとダメ。

* Autonomy, Self-direction and Self Access in Language Teaching and Learning: The History of an Idea

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Enhancing metacognition in self-directed language learning
System
Volume 23, Issue 2, May 1995, Pages 223-234

doi:10.1016/0346-251X(95)00010-H

Mia Victoria and Walter Lockhartb

a Autonomous University of Barcelona, Departmento de Filologia Anglogermánica, Spain

b Lockhart College, Pamplona, Spain

Available online 20 January 2000.

Abstract

In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.
Article Outline

• References

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