Metacognitive Strategies in Second Language Learning

Running Head: METACOGNITIVE STRATEGIES IN LANGUAGE LEARNING

Metacognitive Strategies in Second Language Learning-A Comparative Analysis Isabell C. Camillo Brock University February 2011

1

METACOGNITIVE STRATEGIES IN LANGUAGE LEARNING

2

Metacognitive Strategies in Second Language Learning-A Comparative Analysis Metacognition is simply defined as knowing about knowing. It involves the conscious understanding of one’s own thought processes and includes knowledge about when and how particular learning strategies should be applied. Metacognitively aware learners organize, center and assess their learning through self-direction. Researchers propose that use of metacognitive strategies such as planning, selecting, monitoring, and evaluating assist in learning more effectively and decisively. The results of such investigations can be applied to language learning where the possible use of these strategies may result in greater learner success of acquiring a second language. An analysis of two journal articles written by Neil Anderson and Anita Wenden shows similarities between the two viewpoints on the use of metacognitive strategies in learning. While Anderson and Wenden both discuss the role of metacognitive strategies in language learning, Wenden’s article presents their importance in relation to cognitive knowledge and its application within the larger concept of metacognition. Metacognition and Its Components Metacognition is a complex phenomenon not easily observed, peeking the curiosity of many scholars whose desire is to expose its underlying activities. Researchers such as Livingston (1997) state that metacognition refers to “higher order thinking involving active control over cognitive processes engaged in learning”. Flavell (1976), a child developmental psychologist considered to be a foundation researcher in metacognition, first used the term, defining it as: The active monitoring and consequent regulation and orchestration of these processes in relation to the cognitive objects or data on which they bear, usually in service of some


3

concrete goal or objective…[and] referring to one’s knowledge concerning one’s own cognitive processes or anything related to them (p. 232). Keeping in mind the information presented in the previous paragraphs, the following section of the paper provides a comparative analysis of the two articles discussed in the introduction. Insights from both Anderson and Wenden enhance the understanding of the topic by defining metacognitive skills and relating their function within the greater concept of metacognition to second language learning. Comparative Analysis Anderson’s Role of Metacognition in Second Language Learning and Teaching Anderson (2002) identifies metacognition to be “the real key to learning” (p. 1). He states that metacognition combines various attended thinking and reflective processes. He further divides these processes into five primary components, essentially providing a process model for metacognitive strategies in second language learning. According to Anderson, the components of metacognition include (1) preparing and planning; (2) selecting and using learning strategies; (3) monitoring strategy use; (4) orchestrating various strategies; and (5) evaluating strategy use and learning. Anderson applies his process model to second language reading. He proposes that “engaging in preparing and planning in relation to a learning goal” (p. 1) allows students to “think about what they need or want to accomplish and how they intend to go about accomplishing it” (p. 1). Selecting and using strategies in a given situation shows that the learner is thinking about his or her learning and actively making decisions about the learning process. Furthermore, Anderson states that to be effective, “metacognitive instruction should be explicit” (p. 1), providing the example that second language readers have a variety of strategies they can access when they “encounter vocabulary they do not know” (p. 1). Through monitoring their


4

strategy use, students can keep themselves better on track to achieving their goals. By using a multitude of combined strategies according to their needs, they utilize the skills of coordination and organization. Through evaluation of their efforts and assessing their effectiveness, students can make better choices about their learning by reflecting on the entire learning process. Anderson stresses that the five components do not necessarily progress in a linear fashion but instead may interact as necessary. Furthermore, he affirms that language learning strategy researchers argue for the important role of both metacognitive knowledge and metacognitive learning strategies by stating that “students learn to think about what happens during the language learning process, which will lead them to develop stronger learning skills” (p. 1). He concludes his article by stating the value metacognitive skills bring to the learning of a second language because when learners are able to reflect upon their learning strategies as well as the actual process of learning, they are better prepared to make conscious decisions about what they are capable of doing in order to improve their learning. He expresses his opinion clearly by presenting “strong metacognitive skills empower second language learners” (p. 2) as his final statement. Wenden’s Metacognitive Knowledge and Language Learning Wenden (1998) presents metacognitive knowledge as a component of metacognition, which is further defined by Flavell as ''knowledge or beliefs about what factors or variables act and interact in what ways to affect the course and outcome of cognitive enterprises'' (1979, p. 907). Wenden continues by stating that such knowledge determines the purposes, route and content of one’s learning (1998). By defining metacognitive knowledge on the basis of its sub-components such as learner beliefs, learner representations and naïve psychology of learning, Wenden makes an argument


5

for the importance of metacognitive knowledge as a component of metacognition. Flavell adds further to this belief by stating that this kind of knowledge leads learners ''to select, evaluate, revise, and abandon cognitive tasks, goals, and strategies in light of their relationships with one another” (1979, p. 908). It must therefore influence learners’ beliefs in their own abilities to begin, keep control of, and ultimately succeed in achieving a given task. More specifically, it lends to the individual component of learner metacognition, influencing their self-efficacy for connecting to ''general knowledge learners have acquired about human factors that facilitate or inhibit learning'' (Wenden, 1998, p. 518). According to Wenden, students who are aware of their learning will better focus their attention on the most important aspects of the learning process they feel will help them achieve their academic goals. By combining metacognitive knowledge with metacognitive strategies, students will demonstrate the ability to utilize a variety of metacognitive abilities and work more competently. Discussion Anderson and Wenden both agree that students who demonstrate a variety of metacognitive abilities work more competently. These students tend to be self-regulated, showing a strong commitment and positive attitude towards their learning. Psychologists and educators recognize the power of metacognition and the positive results that come from applying its principles in learning. “Thinking about thinking” (Anderson, 2002, p. 1) allows students to gain access to knowledge of how and when to use particular learning approaches. Through the implementation of metacognition and its components-preparing and planning, selecting and using, monitoring, orchestrating, problem-solving and evaluating-learners “know what to do


6

when they don’t know what to do; that is, they have strategies for finding out or figuring out what they need to do” (Anderson, 2002, p. 1). Research on metacognition and its applications to the field of ESL has shown to have a direct affect on language learning. It is therefore vital that metacognitive strategies be taught to students so they can better apply themselves to the achievement of their goals (Anderson, 2002; Livingston, 1997; Wenden, 1998). If language learners are aware of each aspect of the process, they can utilize metacognitive strategies to problem-solve and subsequently complete the task at hand. Metacognitively aware learners know their strengths and weaknesses and the available skills set to achieve their goal. Summary This paper has explored the similarities between Anderson and Wenden’s viewpoints on the notion of metacognition and its components. While Anderson’s article summarizes the importance of and provides a model for the use of metacognitive strategies in second language reading, Wenden’s article offers an exposition on both the relevance and application of these strategies as part of a larger framework of interrelated parts. Through the discussion, a connection has been made between metacognitive strategies in learning and their application to the field of ESL. Language learning strategies are vital for language learning because they develop into skills necessary for self-directed learning (Oxford, 1990). Not only do students develop communicative competence through the use of language learning strategies, but they become efficient language learners. Conclusion The topic of metacognition and the application of its components to English language learning has been the focus of this paper. Through the comparative analysis of two articles


7

written by researchers who advocate the use of strategies in second language learning, the importance of teaching metacognitive skills has been suggested. Metacognitive learning strategies such as prioritizing, goal setting and self-management “help learners regulate” (Oxford, 1990, p. 17) and self-direct their own language learning. Recognizing what successful language learners do or observing how they do what they do to learn a second language can provide valuable information on how to teach those less successful. Experts agree that appropriate use of metacognitive strategies influences the learning process positively (Anderson 2002). All language learners use some type of strategy in the learning process. Determining which strategies students use and how to measure their effectiveness in achieving the task at hand is an important factor in the learning process. Metacognition and its components are part of this internal procedure which is not easily observed yet ultimately develops in the learner the traits of self-regulation, confidence, positive attitude and strong determination to become efficient students. Metacognition, therefore, has a profound effect on learning and can be translated into knowledge and strategies which build metacognitive skills through planning, monitoring and evaluating one’s learning. The difficulty in observing the unobservable raises challenges for research on metacognition and language learning. Questions such as how to observe metacognitive ability and how to foster metacognitive knowledge in order to teach metacognitive strategies are all important questions that still require answers.


8

References Anderson, N.J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest, EDO-FL-01-10 (no page numbers). Retrieved from http://www.cal.org/resources/digest/0110anderson.html Flavell, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopment inquiry. American Psychologist, 34 (10), 906-911. Livingston, J. A. (1997). Metacognition: An overview. State University of New York at Buffalo. Retrieved from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publishers. Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19 (4), 515-537.

Metacognitive Strategies in Second Language Learning

Recommend Documents