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Metacognition in Language Learning and Teaching Metacognition in Language Learning and Teaching 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. Åsta Haukås is Professor at the Department of Foreign Languages, University of Bergen, Norway. Camilla Bjørke is Associate Professor at the Faculty of Business, Languages, and Social Sciences, Østfold University College, Norway. Magne Dypedahl is Associate Professor at the Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Norway. Routledge Studies in Applied Linguistics Grounded Theory in Applied Linguistics Research A Practical Guide Gregory Hadley Project-Based Language Learning with Technology Learner Collaboration in an EFL Classroom in Japan Michael Thomas Metacognition in Language Learning and Teaching Edited by Åsta Haukås, Camilla Bjørke and Magne Dypedahl Metacognition in Language Learning and Teaching Edited by Åsta Haukås, Camilla Bjørke and Magne Dypedahl First published 2018 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2018 selection and editorial material, Åsta Haukås, Camilla Bjørke and Magne Dypedahl; individual chapters, the contributors The right of Åsta Haukås, Camilla Bjørke and Magne Dypedahl to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. This book is published under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license and made available at www. taylorfrancis.com. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Haukås, Åsta editor. | Bjørke, Camilla, 1965– editor. | Dypedahl, Magne. Title: Metacognition in language learning and teaching / edited by Åsta Haukås, Camilla Bjørke and Magne Dypedahl. Description: New York, NY ; London : Routlege, 2018. | Series: Routledge studies in applied linguistics | Includes bibliographical references and index. Identifiers: LCCN 2018007722 | ISBN 9781138633384 (hardback) | ISBN 9781351049122 (epub) | ISBN 9781351049139 (web pdf) | ISBN 9781351049115 (mobi/kindle) Subjects: LCSH: Language and languages—Study and teaching. | Metacognition. | Second language acquisition—Study and teaching. Classification: LCC P53 .M43 2018 | DDC 418.0071—dc23 LC record available at https://lccn.loc.gov/2018007722 ISBN: 978-1-138-63338-4 (hbk) ISBN: 978-1-351-04914-6 (ebk) Typeset in Sabon by Apex CoVantage, LLC Contents List of Tables and Figures vii Foreword ix List of Contributors xi Acknowledgements xiii 1 Introduction 1 ÅSTA HAUKÅS, CAMILLA BJØRKE AND MAGNE DYPEDAHL 2 Metacognition in Language Learning and Teaching: An Overview 11 ÅSTA HAUKÅS 3 Metacognition in Multilingual Learning: A DMM Perspective 31 ULRIKE JESSNER 4 A Metacognitive Approach to Intercultural Learning in Language Teacher Education 48 MAGNE DYPEDAHL 5 Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk 67 EVA THUE VOLD 6 Language Contrasts, Language Learners and Metacognition: Focus on Norwegian Advanced Learners of English 98 HILDE HASSELGÅRD 7 Metacognitive Knowledge about Writing in a Foreign Language: A Case Study 121 YVONNE KNOSPE vi Contents 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 139 KAREN FORBES 9 Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments 157 LAWRENCE JUN ZHANG AND TONY LIMIN QIN 10 Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom 179 HENRIK BØHN AND GRO-ANITA MYKLEVOLD 11 Reflecting on Educational Experiences: An Analysis of Two Migrant Students’ Stories 204 RAGNAR ARNTZEN AND ODD ERIKSEN 12 “Emotion Recollected in Tranquillity”: Blogging for Metacognition in Language Teacher Education 224 LINDA FISHER 13 Teaching Metacognitively: Adaptive Inside-Out Thinking in the Language Classroom 243 PHIL HIVER AND GEORGE E. K. WHITEHEAD Index 263 Tables and Figures Tables 5.1 Group composition. 76 5.2 Grammatical terminology used by each group. 78 5.3 Time spent on collaborative talk and error types discussed for each student group. 79 6.1 Frequencies per 100,000 words of “skal/shall”, “skulle/ should”, “vil/will” and “ville/would” in the ENPC, ICLE-NO and LOCNESS. 104 6.2 Topic identifiers in descending order of preference across corpora. 109 7.1 The role of metacognition in writing, based on descriptions in Hacker, Keener and Kircher (2009), Harris et al. (2009), and Sitko (1998); modified and summarised by the author. 124 7.2 Intervention procedure, writing occasions and text length. 127 8.1 Comments about “thinking” in the FL and L1 classroom. 149 8.2 Average number of uncorrected errors (per 100 words). 149 9.1 Background information of the participants. 163 9.2 Critical values of goodness-of-fit indices. 165 10.1 Overview of the use of CSs by students in the treatment group (n = 5). 185 10.2 Overview of the use of CSs by students in the comparison group (n = 5). 185 10.3 Degree of metacognitive awareness of CS use: intervention group (n = 5). 191 10.4 Degree of metacognitive awareness of CS use: comparison group (n = 5). 192 10A.1 Intervention group (n = 5). 202 10A.2 Comparison group (n = 5). 203 13.1 Original stimulus for L2 teachers’ metacognition. 250 viii Tables and Figures Figures 2.1 Metacognition in relation to language awareness and its subdomains. 14 4.1 Framework for metacognitive intercultural learning, inspired by Deardorff 2006, 2015. 53 6.1 Modal combinations with “kanskje” and “perhaps/ maybe” across corpora. 107 9.1 One-factor, second-order model of EFL multimedia- mediated writing strategies (N = 378). 167 10.1 Correlation between self-reported motivation and use of approximation (n = 22). 195 Foreword There can be little doubt that metacognition plays a key role in the processes of successful language learning and teaching. It is quite indisputable, for instance, that good language learners should possess a high level of aware- ness of the intricacies of the target language they are trying to master, how it compares to their mother tongue and other known languages, the challenges involved in the process, their own deep-seated beliefs about learning and teaching of additional languages, and the strategies that can be employed for this purpose. The same holds true for language teachers who, in order to teach more effectively, should clearly be not only aware of their instruc- tional practices and their beliefs about those practices but also cognizant of the extent to which different instructional options fit in with learners’ individual profiles or contextual considerations. It should also be kept in mind that teachers never cease to be learners themselves, either in regard to the language they teach, the additional languages they themselves might be learning or the various techniques and procedures that they can fall back on to make their lessons more engaging and beneficial to their students. In light of the above, the present volume is undoubtedly a much-needed contribution to the fields of second language acquisition and multilingual- ism. While the importance of the issues that are touched upon provide ample justification for the publication of this edited collection, there are several other reasons why this volume stands a chance of becoming a major point of reference for all of those interested in theorising and researching metacognition, as well as those involved in fostering it in learners or pre- service and in-service teachers. For one thing, what should be commended is not only a very successful attempt to approach metacognition from the perspective of both learners and teachers, but also the effort to make the so urgently needed connections between theory, research and classroom practice. Another strength of the edited collection is that it brings together contributions from both experienced researchers and scholars who are relatively new to the field, representing different nationalities and areas of expertise, and thus being able to show the significance of metacogni- tion for different aspects of language learning and teaching, in relation to various languages, cultures and educational
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