خلاصه ماشینی:
"I was born and grew up in China and started learning English only in high school when the Chinese Ministry of Education released a new policy that allowed foreign languages to be offered as a school subject.
THRESHOLD: Your publications show you specialize in a few research areas, such as bilingual learning, reading and writing development, and teacher cognition, but in order to keep our short interview focused, I would like to ask you only about metacognition, which I think many of our readers would find ver y interesting too, as research is still scarce in this area despite its alleged importance in successful learning.
Learning strategies, as an essential part contributing to understanding students’ metacognition, which is closely related to self-regulated learning, have been investigated in various disciplines, especially in relation to how students learn to read and write in English as a first language in academic settings (Harris et al.
It has also been well recognized as an important factor that has to be seriously considered when planning and executing learner development programs that are interconnected with language learner strategy research (Cohen & Macaro, 2007; Wenden, 1998; Zhang, 2008).
Chamot’s (2005) relatively recent review of LLS research reiterates the important role of metacognition in L2 learning and teaching: Metacognition is believed to involve both declarative (self- knowledge, world knowledge, task knowledge, strategy knowledge) and procedural knowledge (planning for learning, monitoring a learning task while it is in progress, and evaluating learning once a task has been completed; … Evidence that language learners actually engage in metacognitive knowledge and processes is reported in most of the research on language learner strategies, both descriptive and instructional."