Table Of ContentMetacognition in Language
Learning and Teaching
This volume offers an exhaustive look at the latest research on metacognition
in language learning and teaching. While other works have explored certain
notions of metacognition in language learning and teaching, this book,
divided into theoretical and empirical chapters, looks at metacognition
from a variety of perspectives, including metalinguistic and multilingual
awareness and language learning and teaching in L2 and L3 settings, and
explores a range of studies from around the world. This allows the volume
to highlight a diverse set of methodological approaches, including blogging,
screen recording software, automatic translation programs, language
corpora, classroom interventions and interviews and, subsequently, to
demonstrate the value of metacognition research and how insights from
such findings can contribute to a greater understanding of language learning
and language teaching processes more generally. This innovative collection
is an essential resource for students and scholars in language teaching
pedagogy and applied linguistics.
Åsta Haukås is Professor at the Department of Foreign Languages, University
of Bergen, Norway.
Camilla Bjørke is Associate Professor at the Faculty of Business, Languages,
and Social Sciences, Østfold University College, Norway.
Magne Dypedahl is Associate Professor at the Faculty of Humanities, Sports
and Educational Science, University of South-Eastern Norway, Norway.
Routledge Studies in Applied Linguistics
Grounded Theory in Applied Linguistics Research
A Practical Guide
Gregory Hadley
Project-Based Language Learning with Technology
Learner Collaboration in an EFL Classroom in Japan
Michael Thomas
Metacognition in Language Learning and Teaching
Edited by Åsta Haukås, Camilla Bjørke and Magne Dypedahl
Metacognition in Language
Learning and Teaching
Edited by Åsta Haukås,
Camilla Bjørke and
Magne Dypedahl
First published 2018
by Routledge
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© 2018 selection and editorial material, Åsta Haukås, Camilla
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Library of Congress Cataloging-in-Publication Data
Names: Haukås, Åsta editor. | Bjørke, Camilla, 1965– editor. |
Dypedahl, Magne.
Title: Metacognition in language learning and teaching / edited by
Åsta Haukås, Camilla Bjørke and Magne Dypedahl.
Description: New York, NY ; London : Routlege, 2018. | Series:
Routledge studies in applied linguistics | Includes bibliographical
references and index.
Identifiers: LCCN 2018007722 | ISBN 9781138633384 (hardback) |
ISBN 9781351049122 (epub) | ISBN 9781351049139 (web pdf) |
ISBN 9781351049115 (mobi/kindle)
Subjects: LCSH: Language and languages—Study and teaching. |
Metacognition. | Second language acquisition—Study and
teaching.
Classification: LCC P53 .M43 2018 | DDC 418.0071—dc23
LC record available at https://lccn.loc.gov/2018007722
ISBN: 978-1-138-63338-4 (hbk)
ISBN: 978-1-351-04914-6 (ebk)
Typeset in Sabon
by Apex CoVantage, LLC
Contents
List of Tables and Figures vii
Foreword ix
List of Contributors xi
Acknowledgements xiii
1 Introduction 1
ÅSTA HAUKÅS, CAMILLA BJØRKE AND MAGNE DYPEDAHL
2 Metacognition in Language Learning and Teaching:
An Overview 11
ÅSTA HAUKÅS
3 Metacognition in Multilingual Learning: A DMM Perspective 31
ULRIKE JESSNER
4 A Metacognitive Approach to Intercultural Learning
in Language Teacher Education 48
MAGNE DYPEDAHL
5 Using Machine-Translated Texts to Generate L3 Learners’
Metalinguistic Talk 67
EVA THUE VOLD
6 Language Contrasts, Language Learners and Metacognition:
Focus on Norwegian Advanced Learners of English 98
HILDE HASSELGÅRD
7 Metacognitive Knowledge about Writing in a Foreign
Language: A Case Study 121
YVONNE KNOSPE
vi Contents
8 “In German I Have to Think about It More than I Do
in English”: The Foreign Language Classroom as a Key
Context for Developing Transferable Metacognitive
Writing Strategies 139
KAREN FORBES
9 Validating a Questionnaire on EFL Writers’ Metacognitive
Awareness of Writing Strategies in Multimedia Environments 157
LAWRENCE JUN ZHANG AND TONY LIMIN QIN
10 Exploring Communication Strategy Use and Metacognitive
Awareness in the EFL Classroom 179
HENRIK BØHN AND GRO-ANITA MYKLEVOLD
11 Reflecting on Educational Experiences: An Analysis
of Two Migrant Students’ Stories 204
RAGNAR ARNTZEN AND ODD ERIKSEN
12 “Emotion Recollected in Tranquillity”: Blogging for
Metacognition in Language Teacher Education 224
LINDA FISHER
13 Teaching Metacognitively: Adaptive Inside-Out Thinking
in the Language Classroom 243
PHIL HIVER AND GEORGE E. K. WHITEHEAD
Index 263
Tables and Figures
Tables
5.1 Group composition. 76
5.2 Grammatical terminology used by each group. 78
5.3 Time spent on collaborative talk and error types
discussed for each student group. 79
6.1 Frequencies per 100,000 words of “skal/shall”, “skulle/
should”, “vil/will” and “ville/would” in the ENPC,
ICLE-NO and LOCNESS. 104
6.2 Topic identifiers in descending order of preference
across corpora. 109
7.1 The role of metacognition in writing, based on
descriptions in Hacker, Keener and Kircher (2009),
Harris et al. (2009), and Sitko (1998); modified and
summarised by the author. 124
7.2 Intervention procedure, writing occasions and text length. 127
8.1 Comments about “thinking” in the FL and L1 classroom. 149
8.2 Average number of uncorrected errors (per 100 words). 149
9.1 Background information of the participants. 163
9.2 Critical values of goodness-of-fit indices. 165
10.1 Overview of the use of CSs by students in the treatment
group (n = 5). 185
10.2 Overview of the use of CSs by students in the
comparison group (n = 5). 185
10.3 Degree of metacognitive awareness of CS use:
intervention group (n = 5). 191
10.4 Degree of metacognitive awareness of CS use:
comparison group (n = 5). 192
10A.1 Intervention group (n = 5). 202
10A.2 Comparison group (n = 5). 203
13.1 Original stimulus for L2 teachers’ metacognition. 250
viii Tables and Figures
Figures
2.1 Metacognition in relation to language awareness and
its subdomains. 14
4.1 Framework for metacognitive intercultural learning,
inspired by Deardorff 2006, 2015. 53
6.1 Modal combinations with “kanskje” and “perhaps/
maybe” across corpora. 107
9.1 One-factor, second-order model of EFL multimedia-
mediated writing strategies (N = 378). 167
10.1 Correlation between self-reported motivation and use
of approximation (n = 22). 195
Foreword
There can be little doubt that metacognition plays a key role in the processes
of successful language learning and teaching. It is quite indisputable, for
instance, that good language learners should possess a high level of aware-
ness of the intricacies of the target language they are trying to master, how it
compares to their mother tongue and other known languages, the challenges
involved in the process, their own deep-seated beliefs about learning and
teaching of additional languages, and the strategies that can be employed
for this purpose. The same holds true for language teachers who, in order
to teach more effectively, should clearly be not only aware of their instruc-
tional practices and their beliefs about those practices but also cognizant
of the extent to which different instructional options fit in with learners’
individual profiles or contextual considerations. It should also be kept in
mind that teachers never cease to be learners themselves, either in regard to
the language they teach, the additional languages they themselves might be
learning or the various techniques and procedures that they can fall back on
to make their lessons more engaging and beneficial to their students.
In light of the above, the present volume is undoubtedly a much-needed
contribution to the fields of second language acquisition and multilingual-
ism. While the importance of the issues that are touched upon provide
ample justification for the publication of this edited collection, there are
several other reasons why this volume stands a chance of becoming a major
point of reference for all of those interested in theorising and researching
metacognition, as well as those involved in fostering it in learners or pre-
service and in-service teachers. For one thing, what should be commended
is not only a very successful attempt to approach metacognition from the
perspective of both learners and teachers, but also the effort to make the
so urgently needed connections between theory, research and classroom
practice. Another strength of the edited collection is that it brings together
contributions from both experienced researchers and scholars who are
relatively new to the field, representing different nationalities and areas
of expertise, and thus being able to show the significance of metacogni-
tion for different aspects of language learning and teaching, in relation to
various languages, cultures and educational levels. No less important is the
