메뉴 건너뛰기




Volumn 37, Issue 1, 2009, Pages 46-56

Metacognitive beliefs and strategies in learning Chinese as a foreign language

Author keywords

Chinese as a foreign language; Chinese characters; Metacognitive beliefs; Metacognitive knowledge; Metacognitive strategies

Indexed keywords


EID: 61649108091     PISSN: 0346251X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.system.2008.05.001     Document Type: Article
Times cited : (80)

References (45)
  • 2
    • 61649109049 scopus 로고    scopus 로고
    • Metacognitive reading strategies increase L2 performance
    • Anderson N.J. Metacognitive reading strategies increase L2 performance. The Language Teacher 27 (2003) 20-22
    • (2003) The Language Teacher , vol.27 , pp. 20-22
    • Anderson, N.J.1
  • 3
    • 33746878674 scopus 로고
    • Self-efficacy mechanisms in human agency
    • Bandura A. Self-efficacy mechanisms in human agency. American Psychologist 37 (1982) 122-147
    • (1982) American Psychologist , vol.37 , pp. 122-147
    • Bandura, A.1
  • 4
    • 0000535334 scopus 로고
    • A model of school learning
    • Carroll J. A model of school learning. Teachers College Record 64 (1963) 723-733
    • (1963) Teachers College Record , vol.64 , pp. 723-733
    • Carroll, J.1
  • 6
    • 0000871266 scopus 로고
    • Thoughts on a theory of constructive failure
    • Clifford M.M. Thoughts on a theory of constructive failure. Educational Psychologist 19 (1984) 108-120
    • (1984) Educational Psychologist , vol.19 , pp. 108-120
    • Clifford, M.M.1
  • 8
    • 0002019009 scopus 로고    scopus 로고
    • Key variables in language learning: what do learners believe about them?
    • Cotterall S. Key variables in language learning: what do learners believe about them?. System 27 (1999) 493-515
    • (1999) System , vol.27 , pp. 493-515
    • Cotterall, S.1
  • 9
    • 10444254304 scopus 로고
    • Metacognition: students in charge of their thinking
    • (EJ 329 760)
    • Dirkes M.Ann. Metacognition: students in charge of their thinking. Roeper Review 8 (1985) 96-100 (EJ 329 760)
    • (1985) Roeper Review , vol.8 , pp. 96-100
    • Dirkes, M.Ann.1
  • 10
    • 0038591534 scopus 로고    scopus 로고
    • An exploration of adult language learner motivation, self-efficacy and anxiety
    • Oxford R.L. (Ed), University of Hawai'I Press, Honolulu, HI
    • Ehrman M. An exploration of adult language learner motivation, self-efficacy and anxiety. In: Oxford R.L. (Ed). Language Learning Motivation: Pathways to the New Century (1996), University of Hawai'I Press, Honolulu, HI 81-103
    • (1996) Language Learning Motivation: Pathways to the New Century , pp. 81-103
    • Ehrman, M.1
  • 11
    • 33744781376 scopus 로고
    • Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry
    • Flavell J.H. Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist 34 (1979) 906-911
    • (1979) American Psychologist , vol.34 , pp. 906-911
    • Flavell, J.H.1
  • 14
    • 85050172140 scopus 로고    scopus 로고
    • Learners' metacognitive beliefs - a modern foreign languages case study
    • Graham S. Learners' metacognitive beliefs - a modern foreign languages case study. Research Education 70 (2003) 9-20
    • (2003) Research Education , vol.70 , pp. 9-20
    • Graham, S.1
  • 16
    • 79952631888 scopus 로고    scopus 로고
    • Comparing theories of language learning strategies: a confirmatory factor analysis
    • Hsiao T., and Oxford R.L. Comparing theories of language learning strategies: a confirmatory factor analysis. The Modern Language Journal 86 (2002) 368-383
    • (2002) The Modern Language Journal , vol.86 , pp. 368-383
    • Hsiao, T.1    Oxford, R.L.2
  • 18
    • 84991140236 scopus 로고
    • Memory, print exposure, and metacognition: components of reading in Chinese children
    • McBride-Chang C., and Chang L. Memory, print exposure, and metacognition: components of reading in Chinese children. International Journal of Psychology 30 (1995) 607-616
    • (1995) International Journal of Psychology , vol.30 , pp. 607-616
    • McBride-Chang, C.1    Chang, L.2
  • 21
    • 0347622743 scopus 로고    scopus 로고
    • The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
    • Mevarech Z.R., and Kramarski B. The effects of metacognitive training versus worked-out examples on students' mathematical reasoning. British Journal of Educational Psychology 73 (2003) 449-471
    • (2003) British Journal of Educational Psychology , vol.73 , pp. 449-471
    • Mevarech, Z.R.1    Kramarski, B.2
  • 23
    • 61649091597 scopus 로고
    • Social contexts and functions of children's remembering
    • Pressley M., and Brainerd C.J. (Eds), Springer-Verlag, NY
    • Paris S.G., Newman R.S., and Jacobs J.E. Social contexts and functions of children's remembering. In: Pressley M., and Brainerd C.J. (Eds). Cognitive Learning and Memory in Children (1985), Springer-Verlag, NY
    • (1985) Cognitive Learning and Memory in Children
    • Paris, S.G.1    Newman, R.S.2    Jacobs, J.E.3
  • 24
    • 85080815146 scopus 로고
    • How metacognition can promote academic learning and instruction
    • Jones B.F., and Idol L. (Eds), Erlbaum, Hillsdale, NJ
    • Paris S.G., and Winograd P. How metacognition can promote academic learning and instruction. In: Jones B.F., and Idol L. (Eds). Dimensions of Thinking, Cognitive Instruction (1990), Erlbaum, Hillsdale, NJ 15-51
    • (1990) Dimensions of Thinking, Cognitive Instruction , pp. 15-51
    • Paris, S.G.1    Winograd, P.2
  • 25
    • 0000327128 scopus 로고
    • The development of strategic readers
    • Barr R., Kamil M.L., Mosenthal P., and Pearson P.D. (Eds), Lawrence A. Erlbaum, Mahwah, NJ
    • Paris S.G., Wasik B.A., and Turner J.C. The development of strategic readers. In: Barr R., Kamil M.L., Mosenthal P., and Pearson P.D. (Eds). Handbook of Reading Research 2 (1991), Lawrence A. Erlbaum, Mahwah, NJ 609-640
    • (1991) Handbook of Reading Research 2 , pp. 609-640
    • Paris, S.G.1    Wasik, B.A.2    Turner, J.C.3
  • 26
    • 0002720721 scopus 로고
    • Motivational and self-regulated learning components of classroom academic performance
    • Pintrich P.R., and de Groot E. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82 (1990) 33-50
    • (1990) Journal of Educational Psychology , vol.82 , pp. 33-50
    • Pintrich, P.R.1    de Groot, E.2
  • 28
    • 61649099334 scopus 로고    scopus 로고
    • Metacognitive strategy training for vocabulary learning
    • Rasekh Z.E., and Ranjbary R. Metacognitive strategy training for vocabulary learning. TESL-EJ 7 (2003) 1-17
    • (2003) TESL-EJ , vol.7 , pp. 1-17
    • Rasekh, Z.E.1    Ranjbary, R.2
  • 29
    • 21144468083 scopus 로고
    • Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting
    • Ridley D.S., Schutz P.A., Glanz R.S., and Weinstein C.E. Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60 (1992) 293-306
    • (1992) Journal of Experimental Education , vol.60 , pp. 293-306
    • Ridley, D.S.1    Schutz, P.A.2    Glanz, R.S.3    Weinstein, C.E.4
  • 30
    • 0001342546 scopus 로고
    • Sequential attributional feedback and children's achievement behaviors
    • Schunk D.H. Sequential attributional feedback and children's achievement behaviors. Journal of Educational Psychology 76 (1984) 1156-1169
    • (1984) Journal of Educational Psychology , vol.76 , pp. 1156-1169
    • Schunk, D.H.1
  • 32
    • 13644281351 scopus 로고    scopus 로고
    • An investigation of Chinese-character learning strategies among non-native speakers of Chinese
    • Shen H.H. An investigation of Chinese-character learning strategies among non-native speakers of Chinese. System 33 (2005) 49-68
    • (2005) System , vol.33 , pp. 49-68
    • Shen, H.H.1
  • 33
    • 84860777662 scopus 로고    scopus 로고
    • Learner autonomy: the next phase?
    • Sinclair B., McGrath I., and Lamb T. (Eds), Longman
    • Sinclair B. Learner autonomy: the next phase?. In: Sinclair B., McGrath I., and Lamb T. (Eds). Learner Autonomy, Teacher Autonomy: Future Directions (2000), Longman 4-14
    • (2000) Learner Autonomy, Teacher Autonomy: Future Directions , pp. 4-14
    • Sinclair, B.1
  • 34
    • 33646923534 scopus 로고    scopus 로고
    • A new approach to assessing strategic learning: the case of self-regulation in vocabulary acquisition
    • Tseng W., Dornyei Z., and Schmitt N. A new approach to assessing strategic learning: the case of self-regulation in vocabulary acquisition. Applied Linguistics 27 (2006) 78-102
    • (2006) Applied Linguistics , vol.27 , pp. 78-102
    • Tseng, W.1    Dornyei, Z.2    Schmitt, N.3
  • 35
    • 84979335797 scopus 로고
    • Expanding the motivation construct in language learning
    • Tremblay P.F., and Gardner R.C. Expanding the motivation construct in language learning. Modern Language Journal 79 (1995) 505-520
    • (1995) Modern Language Journal , vol.79 , pp. 505-520
    • Tremblay, P.F.1    Gardner, R.C.2
  • 36
  • 37
    • 0012893245 scopus 로고
    • What do second-language learners know about their language learning?
    • Wenden A.L. What do second-language learners know about their language learning?. Applied Linguistics 7 (1986) 186-205
    • (1986) Applied Linguistics , vol.7 , pp. 186-205
    • Wenden, A.L.1
  • 39
    • 80053599342 scopus 로고    scopus 로고
    • An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics
    • Wenden A. An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics. System 27 (1999) 435-441
    • (1999) System , vol.27 , pp. 435-441
    • Wenden, A.1
  • 41
    • 0008946076 scopus 로고    scopus 로고
    • The relationship between EFL learner's beliefs and learning strategy use
    • Yang N. The relationship between EFL learner's beliefs and learning strategy use. System 27 (1999) 515-535
    • (1999) System , vol.27 , pp. 515-535
    • Yang, N.1
  • 42
    • 84979417834 scopus 로고
    • Creating a low-anxiety classroom environment: What does language anxiety research suggest?
    • Young D.J. Creating a low-anxiety classroom environment: What does language anxiety research suggest?. The Modern Language Journal 75 (1991) 426-439
    • (1991) The Modern Language Journal , vol.75 , pp. 426-439
    • Young, D.J.1
  • 43
    • 43249158716 scopus 로고    scopus 로고
    • Strategy knowledge and perceived strategy use: Singaporean students' awareness of listening and speaking strategies
    • Zhang D., and Goh C.C.M. Strategy knowledge and perceived strategy use: Singaporean students' awareness of listening and speaking strategies. Language Awareness 15 (2006) 109-119
    • (2006) Language Awareness , vol.15 , pp. 109-119
    • Zhang, D.1    Goh, C.C.M.2
  • 44
    • 85009545332 scopus 로고    scopus 로고
    • Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment
    • Zhang J.L. Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness 10 (2001) 268-288
    • (2001) Language Awareness , vol.10 , pp. 268-288
    • Zhang, J.L.1
  • 45
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: a social cognitive perspective
    • Boekaerts M., Pintrich P.R., and Zeidner M. (Eds), Academic Press, New York
    • Zimmerman B.J. Attaining self-regulation: a social cognitive perspective. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of Self-Regulation (2000), Academic Press, New York 13-39
    • (2000) Handbook of Self-Regulation , pp. 13-39
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.