A Summary of Metacognition Research on Second Language Learning in China

DOI

10.2991/icelaic-17.2017.33How to use a DOI?

Keywords

second language learning; metacognition; research

Abstract

Since the meta-cognitive theory was introduced to the field of language teaching and research in China, many meta-cognitive theory-based researches on English learning and teaching have been carried out. This paper reviews these researches and concludes the achievements as well as the shortcomings: (1) the introduction of meta-cognitive theory to foreign language teaching is later than other fields; (2) the number of studies thrives in recent years, and peaked in 2008 and 2009; (3) the study subjects were mainly the non-English majors; (4) research methods were both subjective speculation, and objective evidence; (5) meta-cognitive abilities of the students were investigated by focusing on the basic language skills; (6) a relatively small number of studies focusing on English majors; (7) low reliability of empirical research caused by a narrow scope of the study; (8) no researches focusing on English majors of independent colleges.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xiaoting Zhang
AU  - Jing Xiao
PY  - 2017/12
DA  - 2017/12
TI  - A Summary of Metacognition Research on Second Language Learning in China
BT  - Proceedings of 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017)
PB  - Atlantis Press
SP  - 148
EP  - 153
SN  - 2352-5398
UR  - https://doi.org/10.2991/icelaic-17.2017.33
DO  - 10.2991/icelaic-17.2017.33
ID  - Zhang2017/12
ER  -