Lessons From Good Language Learner Part15 Chapter11
Lessons From Good Language Learner Part15 Chapter11
http://ebooks.cambridge.org/
Chapter
Views of metacognition
In his great work Les Miserables, Victor Hugo wrote, “Where the tele-
scope ends, the microscope begins. Which of the two has the grander
view?” (Hugo, 1992, p. 767). The metaphorical telescope and micro-
scope are useful for looking at the concept of metacognition. The addi-
tion of a kaleidoscope to the mix provides a deeper understanding of
how metacognition is central to an understanding of good language
learner behavior.
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evaluating selecting
learning and using
strategies
Metacognition
orchestrating monitoring
strategies learning
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Monitoring learning
As learners develop the skill of selecting and using appropriate strategies,
the next aspect of metacognitive behaviour they develop is the ability to
monitor, listed by Rubin (1975) among the behaviors of good language
learners. Good language learners are able to recognize when they do not
understand and stop to do something about it. Teachers may need to help
their students develop monitoring skills, perhaps by means of journals or
think aloud protocols (as suggested under implications for the teach-
ing/learning situation).
Orchestrating strategies
Effective strategy use does not occur in isolation. Often we discuss the
use of a strategy as if it happens all by itself. Understanding the interde-
pendency of strategy use while engaged in a language learning task is an
important learning experience. Being metacognitively aware of strategy
use allows good language learners to integrate the use of various strate-
gies in a positive way. Again, surveys or questionnaires (see implications
for the teaching/learning situation) followed by discussion may help stu-
dents orchestrate their strategy use effectively.
Evaluating learning
Thomas Jefferson once said, “He who knows best, best knows how little
he knows” (Brainy Quote, n.d.). Good language learners must be able to
evaluate the efficacy of what they are doing. Poor learners often do not
evaluate the success or failure of their learning. They may not recognize
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that they lack the ability to self-evaluate. Teachers may facilitate the devel-
opment of this metacognitive skill by means of evaluation forms, videos,
or self-assessment (see implications for the teaching/learning situation).
Monitoring learning
In yet another classroom, this time at the English Language Center at
Brigham Young University, in Provo, Utah, in the United States,
Mark Wolfersberger teaches an advanced-level business English course.
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Orchestrating strategies
For a view of orchestrating various strategies, we go to the University of
Ottawa, in Canada. Professor Laurens Vandergrift is actively engaged in
research and teaching of metacognitive strategies as they are linked with
the skill of listening comprehension. Professor Vandergrift’s pedagogical
setting is working with learners of French as a target language. He is cur-
rently working with Andy, a native speaker of Kurdish, who spent six
years of his life in a refugee camp before emigrating to Canada. Andy has
just listened to an audiotape in French and is now listening to the infor-
mation a second time. As he listens, he verbalizes the various strategies
that he orchestrates while listening to a radio announcement in French.
Andy uses his background knowledge of radio call-in contests, he iden-
tifies vocabulary that he does not know, he guesses at that unknown
vocabulary, he expresses doubts about his comprehension. In short,
Andy can identify what he knows as well as what he does not know by
orchestrating various strategies.
Evaluating learning
Professor Tim Murphey at Yuan Ze University in Chungli, Taiwan, has
developed a pedagogical technique that he calls Learner Self-Evaluated
Video. Learners are regularly videotaped during class and asked to watch
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teacher writes a speaking prompt on the board and invites the students
to choose a partner and begin the conversation. After two minutes stu-
dents change partners and have another conversation for two minutes.
During each practice opportunity the teacher invites four students to
come to the videoing area. The conversations of these learners are
recorded. The learners leave the class with a videotape of one conversa-
tion and an assignment sheet to do something specific with the videotape.
This classroom tool can be extremely useful in engaging learners in spe-
cific conversational tasks and engaging learners in reflecting on how they
can improve. The learner self-evaluated video method requires sharp
metacognitive skills and thus helps learners develop the skills through
repeated practice.
Think-aloud protocols
Think-aloud protocols have traditionally been used as a research tool for
identifying the mental processes that learners engage in while undertak-
ing a learning task. Think-aloud protocols can also be a very effective
pedagogical tool to strengthen metacognitive awareness (Anderson and
Vandergrift, 1996; Anderson, 2004). Perhaps the greatest value of think-
aloud protocols as a pedagogical tool is that learners are able to articu-
late their thinking and help each other in the task of language learning.
The teacher does not have to be the one to suggest all of the possibilities
available to learners. Learners are often more willing to try something
that their classmates suggest because they know that their classmates are
engaged in the same task of becoming good language learners. The
purpose of the think-aloud protocols is to allow learners an opportunity
to verbalize the thought processes they engage in while completing a spe-
cific task in the language classroom. Through the verbalization, learners
become more aware of their strategies and what changes they need to
make in order to be better language learners.
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Conclusion
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