Metacognition in language learning and teaching

Fleire av våre fagfolk bidrar i denne nye, spennande boka om metakognisjon!

Metacognition in language learning and teaching
Haukås, Bjørke & Dypedahl (red.). Routledge studies in applied linguistics (270 s.)

Bilete av boka: (c) Routledge / Blackwell

Camilla Bjørke (framandspråksdidaktikk/tysk, ØSS) er medredaktør for boka. Ragnar Arntzen og Odd Eriksen (norsk/pedagogikk, LU) har bidratt med artikkelen Reflecting on Educational Experiences: an Analysis of two Migrant Students’ Stories. Henrik Bøhn og Gro Anita Myklevold, som begge har tilknytning til Høgskolen i Østfold i tillegg til arbeidet på Universitetet i Sørøst-Norge, har bidratt med artikkelen: Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom.

Boka er digitalt tilgjengeleg her (open access):  https://www.taylorfrancis.com/books/e/9781351049139
Men finst også i papirformat.

Beskriving av boka frå sidene til forlaget:

This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.

Table of Contents:

1. Introduction (Åsta Haukås, Camilla Bjørke & Magne Dypedahl)
Part I
2. Metacognition in Language Learning and Teaching: an Overview( Åsta Haukås)
3. Metacognition in Multilingual Learning: a DMM Perspective (Ulrike Jessner)
4. A Metacognitive Approach to Intercultural Learning in Language Teacher Education (Magne Dypedahl)
Part II
5. Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk (Eva Thue Vold)
6. Language Contrasts, Language Learners and Metacognition: Focus on Norwegian Advanced Learners of English (Hilde Hasselgård)
7. Metacognitive Knowledge about Writing in a Foreign Language: a Case Study (Yvonne Knospe)
8. «In German I have to think about it more than I do in English»: The Foreign Language Classroom as a Key Context for Developing Transferable Metacognitive Writing Strategies (Karen Forbes)
9. Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments (Lawrence Jun Zhang & Tony Limin Qin)
10. Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom (Henrik Bøhn & Gro-Anita Myklevold)
11. Reflecting on Educational Experiences: an Analysis of two Migrant Students’ Stories (Ragnar Arntzen & Odd Eriksen)
Part III
12. «Emotion Recollected in Tranquillity»: Blogging for Metacognition in Language Teacher Education (Linda Fisher)
13. Teaching Metacognitively: Adaptive Inside-Out Thinking in the Language Classroom (Phil Hiver & George E.K. Whitehead)