Strategy, Metacognition and Instruction in English Reading  

作　　者：汪卫红[1] 黄波[1] 

机构地区：[1]中国地质大学,湖北武汉430074

出　　处：《读与写（教育教学刊）》2012年第11期4-5,共2页Read and Write

基　　金：研究课题"认知主体的元认知与英语语篇连接的解读"阶段性成果,受中央高校基本科研业务基金项目资助。项目编号2012099063

摘　　要：In language learning,in particular second language learning context,metacognition seems to be quite a buzzword nowadays.However,as a concept coined in psychology,it brings a series of challenges to language teachers who intend to concretize it in pedagogy.This paper intends to illuminate classroom practitioners by detailing the evolution of this concept from learning strategy research,its framework as constructed in language learning area,and the practice of implementing metacognitive instruction in English reading courses.In language learning, in particular second language learning context, metacognition seems to be quite a buzzword nowadays. However, as a concept coined in psychology, it brings a series of challenges to language teachers who intend to concretize it in pedagogy. This paper intends to illuminate classroom practitioners by detailing the evolution of this concept from learning strategy research, its framework as constructed in language learning area, and the practice of implementing metacognitive instruction in English reading courses.

关 键 词：METACOGNITION metacognitive instruction English reading 

分 类 号：H319[语言文字—英语]