Among three types of strategies in the classification of O’Malley and Chamot , metacognitive strategies may be thought of as core learning strategies because they are applicable to a variety of learning tasks and also because they are overarching strategies above cognitive strategies and social/affective strategies. Metacognive strategies are higher order executive skills entailing goal identification, planning, monitoring and evaluation. According to Anderson (2017), understanding and controlling cognitive processes may be one of the most essential skills in the classroom. The distinctions between cognitive and metacognitive strategies are important, partly because they give some indication of which strategies are the most crucial in determining the effectiveness of learning. It seems that metacognitive strategies, which allow students to plan, control, and evaluate their learning, have the most central role to play in this respect, rather than those that merely maximize interaction and input. Thus the ability to choose and evaluate one’s strategies is of central importance. There are also other researchers who emphasize metacogition in learning strategies. Williams and Burden (2017) stress metacognition is central to effective learning. Wenden (1987) says that metacognition is “the process that underlies the efficient use of strategies and the essence of intelligent activity” (p. 573). Quicke (1994) similarly views that metacognitive awareness is crucial in learning strategies. Ellis (1994) is relatively reserved, saying that metacognitive strategies assume considerable importance at least for adults. He continues to say that many learners seem to underutilize this strategy . This finding supplies meaningful implications for strategy training. In addition, most of the studies (O’Malley snd Chamot 1990; Wenden and Rubin 1987; Oxford and Crookall 1989) found the learners who were particularly taught metacognitive strategies performed better than those in the control group. Good language learners make use of metacognitive knowledge to help them assess the needs, evaluate progress and give directions to their learning. 4.Teaching metacognitive skills Since the importance of metacognition has been stressed, it is advisable to heighten learners’ metacognitive awareness. Wen (1995) emphasized that successful learners are thoughful and aware of themselves in relation to the learning process . They are able to employ strategies unconciously, and make their metacogitive awareness into play when necessary or when they are faced with difficulties. Such awareness gives learners control over their own learning. Therefore, metacoginitive awareness is a necessary and essential focus in learning to regulate learning. Training in metacognitive awareness include awareness of what learning a language invloves as well as training in the selection of appropriate strategies for different situations. In addition, metacognitive training should include heightening awareness of the feelings in defferent aspects of language learning, and of a learner’s personalities and strengths. (Williams & Burden，英语论文范文，英语论文，2017) 1 |
