Abstract
Despite the vast research on learning strategies and their application to receptive skills, relatively little has been written on the effect of learning strategies on productive skills, writing in particular, and even less has been written about the effect of metacognitive strategy training and how it might be implemented into the classroom. This paper sets out to review what little literature is available regarding the effect of metacognitive strategy training on writing instruction and set down a framework from which metacognitive strategy training can be implemented into ESP writing instruction, in this case into an English for Lawyers course.
Highlights
Kaplan, in his essay on cultural thought patterns and rhetoric, brought to light that L2 students need instruction in writing beyond the traditional focus on grammar and syntax (1966)
Kaplan pointed out that it is a fallacy to assume that “because a student can write an adequate essay in his native language, he can necessarily write an adequate one in his second language” (p. 3) as rhetorical structures differ among cultures
Studies have shown that texts produced by L2 authors “vary from those produced by native speakers across almost every imaginable dimension” (Silva, 1993, as cited in Ferris, 2001, p. 299); in short, L2 writers need “more of everything” (Raimes, 1985, as cited in Ferris, 2001, p. 299)
Summary
In his essay on cultural thought patterns and rhetoric, brought to light that L2 students need instruction in writing beyond the traditional focus on grammar and syntax (1966). Kaplan goes on to suggest several activities which are meant to raise the students' awareness of the rhetorical patterns of English compositions. Such awareness is essential if L2 writers are to be successful with their writing tasks.p. More recently, studies have shown that texts produced by L2 authors “vary from those produced by native speakers across almost every imaginable dimension (e.g. lexical variety, syntactical choices, cohesion and coherence, global rhetorical structure, etc)” Before reviewing how metacognitive strategies have been used in writing instruction, I'd like to narrow my focus into order to distinguish between cognitive and metacognitive strategies
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