Metacognition training in the Chinese university classroom: An action research study

Educational Action Research

Volumn 13, Issue 3, 2005, Pages 413-434

  Jing, Huang ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85065369612     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650790500200289     Document Type: Article

References (31)

1. Bailey, K.M., and Nunan, D., eds. 1996. Voices from the Language Classroom: qualitative research in second language classroom, Cambridge: Cambridge University Press.
2. Benson, P., 1995. A Critical View of Learner Training. Learning Learning: JALT Learner Development N–SIG Forum, 2 (2): 2–6.
3. Benson, P., 2001. Teaching and Researching Autonomy in Language Learning, Harlow: Pearson.
4. Block, E.L., 1992. See How They Read: comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26: 319–343.
5. Brown, H.D., 1994. Teaching by Principles: an interactive approach to language pedagogy, Englewood Cliffs: Prentice Hall Regents.
6. Casanave, C.P., 1988. Comprehension Monitoring in ESL Reading: a neglected essential. TESOL Quarterly, 22: 283–302.
7. China Ministry of Education. 2001. English Curriculum Criteria for Full–time Compulsory Normal Middle Schools in China (trial version). Foreign Language Teaching and Research in Basic Education (Journal of National Basic Foreign Language Teaching Research Centre, China), 4: 7–24.
8. Cohen, A.D., 1998. Strategies in Learning and Using a Second Language, Harlow: Longman.
9. Deci, E.L., and Flaste, R., 1995. Why We Do What We Do: the dynamics of personal autonomy, New York: G.P. Putnam's Sons.
10. Dickinson, L., 1992. Learner Autonomy 2: learner training for language learning, Dublin: Authentik.
11. Ellis, R., 1994. The Study of Second Language Acquisition, Oxford: Oxford University Press.
12. Goh, C., 1997. Metacognitive Awareness and Second Language Listeners. ELT Journal, 51: 361–369.
13. Hedge, T., 2000. Teaching and Learning in the Language Classroom, Oxford: Oxford University Press.
14. Irwin, J.W., 1991. Teaching Reading Comprehension Processes, Englewood Cliffs: Prentice–Hall.
15. Mariani, L., Teacher Support and Teacher Challenge in Promoting Learner Autonomy. Perspectives, 23 (2) Available at: http://utenti.tripod.it/learning_paths/Mypapers/Papersupport.htm
16. Matsumoto, K., 1996. Helping L2 Learners Reflect on Classroom Learning. ELT Journal, 50: 143–149.
17. McDonough, S.H., 1999. Learner Strategies (State–of–the–Art Review). Language Teaching, 32: 1–18.
18. O'Malley, J.M., and Chamot, A.U., 1990. Learning Strategies in Second Language Acquisition, Cambridge: Cambridge University Press.
19. Oxford, R.L., 1990. Language Learning Strategies: what every teacher should know, New York: Newbury House.
20. Rees–Miller, J., 1993. A Critical Appraisal of Learner Training: theoretical bases and teaching implications. TESOL Quarterly, 27: 679–689.
21. Rubin, J., 1975. What the ‘Good Language Learner’ Can Tell Us. TESOL Quarterly, 9: 41–51.
22. Schmenk, B., 2005. Globalizing Learner Autonomy. TESOL Quarterly, 39: 107–118.
23. Sinclair, B., and Ellis, G., 1992. Survey: learner training in EFL course books. ELT Journal, 46: 209–225.
24. Stern, H.H., 1975. What Can We Learn from the Good Language Learners?. Canadian Modern Language Review, 31: 304–318.
25. Wang, S.R., and Yao, Y., eds. 1996. A Sophomore English Reader (III), Shanghai: Shanghai Foreign Languages Education Press.
26. Wen, Q.F., 1996. English Learning Strategies, Shanghai: Shanghai Foreign Languages Education Press.
27. Wenden, A., 1991. Learner Strategies for Learner Autonomy, Hemel Hempstead: Prentice Hall.
28. Wenden, A., 1995. Learner Training in Context: a knowledge–based approach. System, 23: 183–194.
29. Wenden, A.L., 1998. Metacognitive Knowledge and Language Learning. Applied Linguistics, 19: 515–537.
30. Williams, M., and Burden, R.L., 1997. Psychology for Language Teachers, Cambridge: Cambridge University Press.
31. Zhang, L.J., 2003. Research into Chinese EFL Learner Strategies: methods, findings and instructional issues. RELC Journal, 34: 284–322.