欧歌

1.Metacognition

The first person using the term “metacognition” was Flavell in 1976， who was a psychologist of America. Metacognition refers to “ones knowledge concerning ones own cognitive processes or anything related to them” （Feryal， 2008， p. 83）.[1]

Metacognition consists of two main parts： metacognitive knowledge and metacognitive experiences， as is shown in the following diagram.

Metacognitive knowledge means the knowledge that acquired during cognitive processes， and the knowledge that can be used to control cognitive processes （Lu， 2006）. Metacognitive knowledge can be further divided into three types： person knowledge， task knowledge and strategic knowledge. Person knowledge is the beliefs one has about oneself and others as cognitive processors. Task knowledge is the knowledge that learners have about the information or resources needed for undertaking certain tasks and about the degree of effort required and difficulty involved in performing them. Strategic knowledge is knowledge concerning what strategies are likely to be effective in achieving certain goals and undertaking certain tasks （Wu， 2006）.[2]

Metacognitive experiences refer to cognitive or affective experiences that accompany cognitive action （Wu， 2006）.

There exists a relation between metacognitive knowledge and metacognitive experiences. On the one hand， under the continuous enrichment of metacognitive experiences， metacognitive knowledge can be also enriched and improved； on the other hand， the enriched metacognitive experiences can be gradually transformed into metacognitive knowledge.[3]

2. Metacognitive strategy

Metacognitive strategies refer to general skills through which learners manage， direct， regulate and guide their learning. According to OMalley and Chamot （2001）， “metacognitive strategies are higher order executive skills that may entail planning for， monitoring， or evaluating the success of a learning activity” （p. 44）. In other words， metacognitive strategies are what learners do in planning， monitoring and evaluating their learning. They think that there are eight types of metacognitive strategies：

Planning： （It makes the first of all the metacognitive strategies.）

Advance organizers

Directed attention

Organizational planning

Selective attention

Self-management

Delayed production

Monitoring： （It makes up the core of metacognitive strategies.）endprint

Self-monitoring

Evaluation： （It enables learners to see clearly their weak points and strong points.）

Self-evaluation

3. Conclusion

There is an old saying that “If you give a man a fish， you feed him for a day； if

you teach a man to fish， you feed him for a life”. This also works in language learning. Language learning strategies training is to raise learners awareness of learning strategies and provide learners with systematic practice and training of self-monitoring of their strategies use while doing language learning tasks （Kinoshita， 2003）.When learning English， using metacognitive strategies can help students regulate their learning so as to improve their learning abilities and English proficiency.[4]

References：

[1] Feryal， C. （2008）. How to enhance reading comprehension through metacognitive strategies [Electronic version]. The Journal of International Social Research， 2， 83-93.

[2] Kinoshita， C. Y. （2003， April）. Integrating language learning strategy instruction into ESL/EFL lessons. The Internet TESL Journal， 4. Retrieved April 20， 2009， from http：//iteslj.org/Techniques/Kinoshita-Strategy.html

[3] OMalley， J. M.， & Chamot， A. U. （2001）. Learning strategies in Second Language Acquisition. Shanghai： Shanghai Foreign Language Education Press.[5]

[4] 路文军，2006，元认知策略与英语写作的关系[J]，《外语与外语教学》第9期。

[5] 吴红云，2006，《二语写作元认知了理论的实证研究》[M]。北京：外语教学与研究出版社。endprint

Self-monitoring

Evaluation： （It enables learners to see clearly their weak points and strong points.）

Self-evaluation

3. Conclusion

There is an old saying that “If you give a man a fish， you feed him for a day； if

you teach a man to fish， you feed him for a life”. This also works in language learning. Language learning strategies training is to raise learners awareness of learning strategies and provide learners with systematic practice and training of self-monitoring of their strategies use while doing language learning tasks （Kinoshita， 2003）.When learning English， using metacognitive strategies can help students regulate their learning so as to improve their learning abilities and English proficiency.[4]

References：

[1] Feryal， C. （2008）. How to enhance reading comprehension through metacognitive strategies [Electronic version]. The Journal of International Social Research， 2， 83-93.

[2] Kinoshita， C. Y. （2003， April）. Integrating language learning strategy instruction into ESL/EFL lessons. The Internet TESL Journal， 4. Retrieved April 20， 2009， from http：//iteslj.org/Techniques/Kinoshita-Strategy.html

[3] OMalley， J. M.， & Chamot， A. U. （2001）. Learning strategies in Second Language Acquisition. Shanghai： Shanghai Foreign Language Education Press.[5]

[4] 路文军，2006，元认知策略与英语写作的关系[J]，《外语与外语教学》第9期。

[5] 吴红云，2006，《二语写作元认知了理论的实证研究》[M]。北京：外语教学与研究出版社。endprint

Self-monitoring

Evaluation： （It enables learners to see clearly their weak points and strong points.）

Self-evaluation

3. Conclusion

There is an old saying that “If you give a man a fish， you feed him for a day； if

you teach a man to fish， you feed him for a life”. This also works in language learning. Language learning strategies training is to raise learners awareness of learning strategies and provide learners with systematic practice and training of self-monitoring of their strategies use while doing language learning tasks （Kinoshita， 2003）.When learning English， using metacognitive strategies can help students regulate their learning so as to improve their learning abilities and English proficiency.[4]

References：

[1] Feryal， C. （2008）. How to enhance reading comprehension through metacognitive strategies [Electronic version]. The Journal of International Social Research， 2， 83-93.

[2] Kinoshita， C. Y. （2003， April）. Integrating language learning strategy instruction into ESL/EFL lessons. The Internet TESL Journal， 4. Retrieved April 20， 2009， from http：//iteslj.org/Techniques/Kinoshita-Strategy.html

[3] OMalley， J. M.， & Chamot， A. U. （2001）. Learning strategies in Second Language Acquisition. Shanghai： Shanghai Foreign Language Education Press.[5]

[4] 路文军，2006，元认知策略与英语写作的关系[J]，《外语与外语教学》第9期。

[5] 吴红云，2006，《二语写作元认知了理论的实证研究》[M]。北京：外语教学与研究出版社。endprint