Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in E...Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in ELT metacognitive awareness training should go before the training of metacognitive strategies, and only when students are conscious about metacognitive awareness can they strengthen their effort, motivation, and persistence, seek assistance from peers and teachers when needed, and provide self-instruction while learning and take responsibility for their learning.展开更多
With the development of language teaching theories and researches, people gradually realize the importance of listening among the basic foreign language skills. Thus, how to improve the efficiency of foreign language ...With the development of language teaching theories and researches, people gradually realize the importance of listening among the basic foreign language skills. Thus, how to improve the efficiency of foreign language listening teaching has long been a concern of researchers and foreign language teachers. As the beginning of English study, primary English is of significant importance for the learners＇ future language development. The study tries to put primary English listening together with metacognitive strategy and build up the metacognitive strategy-oriented model in primary English listening class in order to improve primary students＇ listening comprehension. Firstly, the thesis pointed out the disadvantages of the current primary English listening teaching. In order to make up these disadvantages, the previous studies of listening comprehension and metacognition both home and abroad are reviewed and the necessity and feasibility of the study are discussed. Finally, it is concluded that it is necessary and feasible to carry out the metacognitive strategy-oriented model in primary English class.展开更多
Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of kno...Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of knowledge and skills they require in their undergraduate education and professional development.Reflection,as an aspect of metacognitive awareness,enables teachers to think with what they know in learning about teaching and it is therefore an essential characteristic of professional development of mathematics student teachers.Adapted lesson study and literature regarding metacognitive awareness and reflection were implemented in a mathematics didactics course.In this qualitative interpretative case study,the levels of reflections(guided by reflective prompts)and metacognitive awareness in the reflections of one student teacher(Anne)in a mathematics didactics course were collected,analysed,and interpreted(as part of a bigger study).Anne gave evidence in her reflections of her personal insight on her task(teaching),the learners(person)in her classroom,and the teaching-learning strategies(strategies)she had to reflect on the planning,presenting,and evaluating her mathematics lessons.Using adapted lesson study and reflections seems to have facilitated Anne’s metacognitive awareness as well as her professional development as a mathematics teacher.展开更多
文摘Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in ELT metacognitive awareness training should go before the training of metacognitive strategies, and only when students are conscious about metacognitive awareness can they strengthen their effort, motivation, and persistence, seek assistance from peers and teachers when needed, and provide self-instruction while learning and take responsibility for their learning.
文摘With the development of language teaching theories and researches, people gradually realize the importance of listening among the basic foreign language skills. Thus, how to improve the efficiency of foreign language listening teaching has long been a concern of researchers and foreign language teachers. As the beginning of English study, primary English is of significant importance for the learners＇ future language development. The study tries to put primary English listening together with metacognitive strategy and build up the metacognitive strategy-oriented model in primary English listening class in order to improve primary students＇ listening comprehension. Firstly, the thesis pointed out the disadvantages of the current primary English listening teaching. In order to make up these disadvantages, the previous studies of listening comprehension and metacognition both home and abroad are reviewed and the necessity and feasibility of the study are discussed. Finally, it is concluded that it is necessary and feasible to carry out the metacognitive strategy-oriented model in primary English class.
文摘Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of knowledge and skills they require in their undergraduate education and professional development.Reflection,as an aspect of metacognitive awareness,enables teachers to think with what they know in learning about teaching and it is therefore an essential characteristic of professional development of mathematics student teachers.Adapted lesson study and literature regarding metacognitive awareness and reflection were implemented in a mathematics didactics course.In this qualitative interpretative case study,the levels of reflections(guided by reflective prompts)and metacognitive awareness in the reflections of one student teacher(Anne)in a mathematics didactics course were collected,analysed,and interpreted(as part of a bigger study).Anne gave evidence in her reflections of her personal insight on her task(teaching),the learners(person)in her classroom,and the teaching-learning strategies(strategies)she had to reflect on the planning,presenting,and evaluating her mathematics lessons.Using adapted lesson study and reflections seems to have facilitated Anne’s metacognitive awareness as well as her professional development as a mathematics teacher.
