A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge about EFL Reading

Autor/in	Zhang, Lawrence Jun
Titel	A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge about EFL Reading
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 44 (2010) 2, S.320-353 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Reading Comprehension; Applied Linguistics; Learning Strategies; Global Approach; Metacognition; English (Second Language); Teaching Methods; Second Language Learning; Chinese; Native Speakers; Interviews; College Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Leseverstehen; Linguistics; Linguistik; Angewandte Linguistik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Globales Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; China; Chinesen; Muttersprachler; Interviewing; Interviewtechnik; Collegestudent; Ausland
Abstract	Metacognition, conceptualized as a set of dynamic systems, has been recognized as an important area of academic and pedagogical inquiry in applied linguistics from both theoretical and practical perspectives. Nonetheless, literature on students' metacognition about EFL reading is still cursory, and that is particularly true as regards Chinese EFL students. In response to globalization, many students whose first language is Chinese have become transnationals and are pursuing academic studies in English. The current study focuses on these second language (L2) learners. By reporting findings from an interview study of 20 Chinese students' EFL reading experiences framed within a dynamic metacognitive systems perspective, it attempts to account for the learner behavior and thinking that are normally reported under the rubric of language learning strategy research, which has courted criticism recently. The results suggest that there is a strong relationship between metacognition and successful EFL reading comprehension, and that the successful and the less successful L2 students are different in the amount and the quality of the metacognitive knowledge they possess. These results are discussed for possible insights into research on such learners and the pedagogical practices of teachers working with them. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10