Teaching/developing vocabulary through metacognition

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Metacognition, or the practice of thinking about thinking, has the potential to be a powerful tool toward the development of second language vocabulary. Strategies connected with metacognition are concerned with the regulation of learning, and are further categorized in relation to planning, monitoring, and evaluation, that is, the point at which they occur during the learning process. Although the benefits of metacognition extend to all aspects of language acquisition, these strategies have been demonstrated to be effective in regard to the learning of L2 vocabulary in that they allow learners to become more self‐regulated in their learning. Teachers can foster metacognition by incorporating reflection into classroom activities and assignments, for example through the use of vocabulary notebooks, reflective questions, frequent no‐stakes testing, and learning journals. Copyright © 2018 John Wiley & Sons, Inc.
Original languageEnglish
Title of host publicationThe TESOL encyclopedia of English language teaching
EditorsJohn I. LIONTAS
Place of PublicationHoboken
PublisherWiley-Blackwell
Pages3168-3173
VolumeV
ISBN (Electronic)9781118784235
ISBN (Print)9781118784228
DOIs
Publication statusPublished - 2018

Citation

Rogers, J. (2018). Teaching/developing vocabulary through metacognition. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (Vol. V, pp. 3168-3173). Hoboken: Wiley-Blackwell.

Keywords

  • ESL/EFL
  • Language teaching
  • Teaching methods in applied linguistics
  • Vocabulary development
  • Metacognition
  • Strategy training
  • Vocabulary

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