Against a background where language learning/learner strategy(LLS)research was criticized,we would like to bring to the fore a key concept,metacognition,which has not been fully understood in the way that criticisms w...Against a background where language learning/learner strategy(LLS)research was criticized,we would like to bring to the fore a key concept,metacognition,which has not been fully understood in the way that criticisms were levelled against LLS research.We argue that despite the justification for some points,such criticisms are not based on a complete understanding of the theoretical foundations of LLS research,nor on what metacognition entails,especially when these two constructs are related to both the cognitive and sociocultural domains of learning.Exactly because metacognition is undergirded by both cognitive and sociocultural underpinnings,it cannot be treated purely as a cognitive enterprise;instead,it should be conceptualized as a set of complex dynamic systems.We argue that some of the criticisms of LLS research are problematic because of the critics'limited understanding of LLS research.These critics have not pointed out close relationships between LLS research and metacognition.To disperse the confusion caused by such criticisms and to advance the field,we elaborate on a dynamic metacognitive systems perspective on second and foreign language learning,teaching and research.We maintain that thinking metacognitively about metacognition with dual or multiple perspectives is necessary.Doing so will enable us to see the contribution of the dynamic metacognitive systems perspective to enhancing our understanding of second and foreign learning,teaching,and research.展开更多
EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role...EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners＇ speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students＇ inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 （second language） vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.展开更多
文摘Against a background where language learning/learner strategy(LLS)research was criticized,we would like to bring to the fore a key concept,metacognition,which has not been fully understood in the way that criticisms were levelled against LLS research.We argue that despite the justification for some points,such criticisms are not based on a complete understanding of the theoretical foundations of LLS research,nor on what metacognition entails,especially when these two constructs are related to both the cognitive and sociocultural domains of learning.Exactly because metacognition is undergirded by both cognitive and sociocultural underpinnings,it cannot be treated purely as a cognitive enterprise;instead,it should be conceptualized as a set of complex dynamic systems.We argue that some of the criticisms of LLS research are problematic because of the critics'limited understanding of LLS research.These critics have not pointed out close relationships between LLS research and metacognition.To disperse the confusion caused by such criticisms and to advance the field,we elaborate on a dynamic metacognitive systems perspective on second and foreign language learning,teaching and research.We maintain that thinking metacognitively about metacognition with dual or multiple perspectives is necessary.Doing so will enable us to see the contribution of the dynamic metacognitive systems perspective to enhancing our understanding of second and foreign learning,teaching,and research.
文摘EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners＇ speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students＇ inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 （second language） vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.
