Applying Metacognitive Theory in Teaching Vietnamese Reading Skills to Foreign Students

Nguyen Thi Hong Chuyen

doi:10.22158/grhe.v3n2p85

Abstract

Since the late 1970s, the term “metacognition” has been used to generalize the thinking process of each individual in his or her own thinking. Theoretical contents of metacognition such as: understanding knowledge and thinking of oneself; monitoring and evaluating their cognitive processes; trying to adjust the cognitive process when solving problems... have brought a new perspective in teaching to promote the role of learners and make the process of learning turn the training process into self-training process. Within the scope of this article, we introduce briefly metacognitive theory in teaching Vietnamese reading skillto foreign students.

Highlights

In the context of deep and extensive integration with growing knowledge at exponential rates, it is important to have a teaching style that focuses on how to teach rather than what to teach
One of the preeminent methods educators are adopting and implementing is the theory of “metacognition”. This theory originated in the 60s of the seventeenth century; it was not until 1976 when the term was officially introduced in the work of “Metacognitive aspects of problem solving” and its content refers to the thinking process of a person and the control and adjustment of that process
There has been a lot of research from theory to practice; from psychology to many other disciplines; from the application of theoretical research in www.scholink.org/ojs/index.php/grhe

Summary

Introduction

In the context of deep and extensive integration with growing knowledge at exponential rates, it is important to have a teaching style that focuses on how to teach rather than what to teach. Applying Metacognitive Theory in Teaching Vietnamese Reading Skills to Students of Vietnamese for Tourism at Udon Thani Rajabhat University-Thailand 3.1 Some Measures and Techniques Applying the Metacognitive Theory to Teach Vietnamese Reading Skills to Students To improve the quality of teaching Vietnamese for students through supplying students with the ability to self-study, self-monitor, self-evaluate, self-adjust cognitive process and learning process of self, in Vietnamese lessons, teachers may use the combination of reading methods and techniques such as: First, model and explain to students how to monitor, adjust and evaluate the thinking process of their own This is an important step before asking students to receive and solve a new thing. For the study, that the students recording the personal feeling of each particular reading and classin generalis extremely important This will help students: deepen their knowledge; consolidate, memorize and use fluent Vietnamese; It is the basis for teachers and students to evaluate their progress after a process.

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Conclusion