第二语言习得的元认知分析  

A Metacognitive Analysis of Second Language Acquisition

作　　者：丁伊莎[1] 

机构地区：[1]广州航海高等专科学校外语系,广州510725

出　　处：《学术交流》2008年第7期147-150,共4页Academic Exchange

摘　　要：元认知与第二语言习得间的关系研究成为近年来语言学、心理学和教育学领域的热点问题。元认知是认知的认知,包括元认知知识、元认知体验和元认知监控。元认知全方位影响第二语言的习得。从元认知知识的角度来看,学习者要重视对语言学习的认知因素和情感因素的认知,加强对学习任务、内容和策略等的元认知,统筹学习活动的计划、组织、监控、调节和评价。从元认知体验的角度来看,要充分发挥其在二语习得的元认知知识和认知调节之间、元认知活动和认知活动之间的中介作用。从元认知监控的角度来看,学习者要根据元认知知识和元认知体验对二语习得过程中的认知活动进行积极的、及时的监控以达到预定目标,最终实现元认知在二语习得中的效用最大化。The relationship between metacognition and second language acquisition （SLA） has been a re- search hotspot in linguistics, psychology and pedagogics these years. Metacognition is the cognition of cognition, including metacognitive knowledge, experience and supervision. Metacognition affects SLA all - roundly. From the viewpoint of metacognitive knowledge, learners are required to recognize the cognitive and emotional factors in the language studies, strengthen metacognition of tasks, contents and tactics, and integrate the activities of planning, organizing, controlling, regulating and evaluating. From the viewpoint of metacognitive experience, learners are required to make best use of the intermediaries between metacognitive knowledge and cognitive regulation, between metacognitive and cognitive activities. From the viewpoint of metacognitive supervision, learners are required to supervise the cognitive activities actively and timely in the process of SLA to maximize its validity.

关 键 词：第二语言习得 元认知知识 元认知体验 元认知监控 元认知分析 

分 类 号：H085.3[语言文字—语言学]