Exploring Awareness of Metacognitive Knowledge and Acquisition of Vocabulary Knowledge in Primary Grades: A Latent Growth Curve Modelling Approach

Autor/in	Teng, Mark Feng
Titel	Exploring Awareness of Metacognitive Knowledge and Acquisition of Vocabulary Knowledge in Primary Grades: A Latent Growth Curve Modelling Approach
Quelle	In: Language Awareness, 31 (2022) 4, S.470-494 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teng, Mark Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1972116
Schlagwörter	Metacognition; Metalinguistics; Language Tests; Vocabulary Skills; Second Language Learning; Second Language Instruction; Foreign Countries; Elementary School Students; Correlation; Longitudinal Studies; Student Attitudes; Cognitive Processes; Developmental Stages; Child Development; English (Second Language); China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache; Language test; Sprachtest; Aktiver Wortschatz; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Cognitive process; Kognitiver Prozess; Kindesentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study explores how primary school children develop their metacognitive knowledge and vocabulary knowledge and how both types of knowledge are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD = 0.51; 50.2% boys, 49.7% girls) from five public primary schools in China. A set of tests on metacognitive knowledge and vocabulary knowledge were administered four times over four years. The one-on-one-basis metacognitive knowledge test was based on students' explanations about cognitive activities; the vocabulary knowledge test focused on students' breadth and depth of vocabulary knowledge. Latent growth curve modelling was used to study developmental change. Results showed that participants' metacognitive knowledge and vocabulary knowledge improved from 1st to 4th grade but not in a cumulative fashion. Participants' level of metacognitive knowledge was strongly associated with their vocabulary knowledge throughout the selected school years. The development of vocabulary knowledge breadth lagged behind vocabulary knowledge depth during the study period. These findings shed light on primary school students' development of metacognitive knowledge and vocabulary knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01