Abstract
This paper aims to explore the application of the metacognitive theory in second language (L2) reading process. I begin by providing a general review on the notion of metacognition and its contributions to learning and teaching. Next, I synthesize the studies which use the notion of metacognition to explore the reading process of a second language. The synthesis will be followed by an analogy of metacognitive knowledge and an analogy of metacognitive regulation. The paper ends with suggestions for future research.
Highlights
This paper aims to explore the application of the metacognitive theory in second language (L2) reading process
Metacognition is comprised by two domains—metacognitive knowledge and metacognitive regulation
Contribution of Metacognition to Learning and Teaching Paris et al (1994) stated that strategic learning starts with awareness—metacognitive knowledge
Summary
This paper aims to explore the application of the metacognitive theory in second language (L2) reading process. The assertion that readers are aware of their knowledge and their reading behaviors was implemented by Vandergrift (2002), who applied the notion of metacognition to his Canadian French class while investigating his students’ responses to the listening tasks and instruments.
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