Metacognition, Metalinguistic Awareness, and Relevance in Language Learning: A Report on an Intervention Module Project

Autor/inn/en	Bessy, Marianne; Knouse, Stephanie M.
Titel	Metacognition, Metalinguistic Awareness, and Relevance in Language Learning: A Report on an Intervention Module Project
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 14 (2020) 9, Artikel 9 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Metacognition; Metalinguistics; French; Spanish; Second Language Learning; Second Language Instruction; Teaching Methods; Outcomes of Education; Higher Education; Relevance (Education); Student Attitudes; College Students + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache; Französisch; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Relevance; Relevanz; Schülerverhalten; Collegestudent
Abstract	The purpose of this study is to examine the outcomes of a pedagogical intervention project in intermediate second language (L2) French and Spanish classes at the post-secondary level. The authors designed and implemented four "Language Learning Modules" (LLMs) to ascertain if these interventions could enhance students' metacognitive and metalinguistic awareness and help students see the relevance of studying an L2. Sixty-two students were divided evenly into a "Module" group, which received the LLMs, and a "Non-Module" group, which did not receive such instruction. Analyses reveal that the Module group differed from the Non-Module group in terms of how they applied metacognitive insights, became more aware of the value of language learning, and found relevance in the L2. The authors contend that it is imperative for language educators to foster student growth in metacognitive abilities and metalinguistic awareness, and to explicitly instruct students on the relevance of L2 study. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01