Abstract
Metacognition is one of the key notions in contemporary research both in second language (L2) teaching and education in general. L2 metacognition has been found to contribute significantly to learner variables such as language learning motivation. The main feature of the findings on L2 metacognition research based on the diverse theoretical disciplines is its individualistic and cognitive nature. Metacognition does not come from a vacuum, and social experiences provide core ingredients for its development and maintenance. This paper aims to explore the roles of metacognition in the interpersonal and societal spheres from an Hegelian perspective. The results of this paper suggest that metacognition involves emotion, and the social aspect plays important roles in the formation and maintenance of metacognition. Hegelian philosophy suggests that metacognition exerts positive influences on the L2 learning of individual learners, as well as performs social and moral functions on a collective level. The major pedagogical recommendation is that in enhancing the metacognition of language learners, teachers should focus on the emotional, interpersonal, and social aspects. Teachers should also raise learners’ awareness of their roles in the larger society.
Similar content being viewed by others
References
Anderson, N. J. (2012). Metacognition: Awareness of language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning (pp. 169–187). Palgrave Macmillan. https://doi.org/10.1057/9781137032829_12
Brinck, I., & Liljenfors, R. (2013). The developmental origin of metacognition. Infant and Child Development, 22, 85–101. https://doi.org/10.1002/icd.1749
Carson, J. G., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401–438. https://doi.org/10.1111/0023-8333.00188
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26.
Cross, J. (2010). Raising L2 listeners’ metacognitive awareness: A sociocultural theory perspective. Language Awareness, 19(4), 281–297. https://doi.org/10.1080/09658416.2010.519033
Danuwong, C. (2006). The role of metacognitive strategies in promoting learning English as a foreign language independently. Retrieved December 22, 2020 from http://ro.ecu.edu.au/theses/59
Davis, E. (2003). Promoting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12(1), 91–142. https://doi.org/10.1207/S15327809JLS1201_4
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 21–29). Lawrence Erlbaum Associates.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development (3rd ed.). Prentice Hall, Englewood Cliffs.
Goh, C. (2008). Metacognitive instruction for second and foreign language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188–213.
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747–783. https://doi.org/10.1111/j.1467-9922.2008.00478.x
Hegel, G. W. F. (1971). Hegel’s philosophy of mind: Being part three of the encyclopaedia of philosophical sciences (W. Wallace, Trans.). Clarendon Press.
Hegel, G. W. F. (1977). Phenomenology of the spirit (A. V. Miller, Trans.). Oxford University Press.
Higgins, S., Hall, E., Baumfield, V., & Moseley, D. (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. Project Report. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London. Retrieved December 22, 2020 from https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/t_s_rv2.pdf?ver=2006-03-02-125128-393
Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms. TESOL Quarterly, 52(4), 1085–1097. https://doi.org/10.1002/tesq.436
Legerstee, M., Markova, G., & Fisher, T. (2007). The role of maternal affect attunement in dyadic and triadic communication. Infant Behavior and Development, 30, 296–306.
Lewis, C., & Carpendale, J. I. M. (2009). Introduction: Links between social interaction and executive function. In C. Lewis & J. I. M. Carpendale (Eds.), Social interaction and the development of executive function. New directions in child and adolescent development, no. 123 (pp. 1–15). John Wiley & Sons.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29. https://doi.org/10.2167/illt040.0
Lysaker, P. H., Buck, K. D., Fogley, R. L., Ringer, J., Harder, S., Hasson-Ohayon, I., & Dimaggio, G. (2013). The mutual development of intersubjectivity and metacognitive capacity in the psychotherapy for persons with schizophrenia. Journal of Contemporary Psychotherapy, 43, 63–72.
McCormick, C. B. (2003). Metacognition and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of educational psychology (pp. 79–102). Wiley.
McCormick, C. B., Dimmitt, C., & Sullivan, F. R. (2012). Metacognition, learning and instruction. In I. B. Weiner, G. E. Miller, & W. M. Reynolds (Eds.), Handbook of psychology, volume 7, educational psychology (pp. 69–97). Wiley.
Nietfeld, J. L., & Schraw, G. (2002). The effect of knowledge and strategy training on monitoring accuracy. The Journal of Educational Research, 95(3), 131–142. https://doi.org/10.1080/00220670209596583
Olin-Scheller, C., & Tengberg, M. (2017). Teaching and learning critical literacy at secondary school: The importance of meatcognition. Language and Education, 31(5), 428–431. https://doi.org/10.1080/09500782.2017.1305394
Pishghadam, R., & Khajavy, G. H. (2013). Intelligence and metacognition as predictors of foreign language achievement: A structural equation modeling approach. Learning and Individual Differences, 24, 176–181. https://doi.org/10.1016/j.lindif.2012.12.004
Rauch, L. (1983). Hegel and the human spirit. A translation of the Jena lectures on the philosophy of spirit (1805–6) with comments. Wayne State University Press.
Reddy, V. (2003). On being an object of attention: Implications for self-other-consciousness. Trends in Cognitive Science, 7(9), 397–402.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. https://doi.org/10.1023/A:1003044231033
Simard, D. (2004). Using diaries to promote metalinguistic reflection among elementary school students. Language Awareness, 13(1), 34–48.
Solomon, R. C. (1970). Hegel’s concept of “Geist.” The Review of Metaphysics, 23(4), 642–661.
Spada, N. (2007). Communicative language teaching. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 271–288). Springer.
Sroufe, A. L. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment and Human Development, 7(4), 349–367.
Teng, F. (2019a). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research. https://doi.org/10.1080/003138312019.1595712
Teng, F. (2019b). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2019.1615493
Teng, F., & Reynolds, B. L. (2019). Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning. PLoS ONE, 14(5), e0215902. https://doi.org/10.1371/journal.pone.0215902
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13(2), 213–240. https://doi.org/10.1007/s11409-017-9171-4
Thomsen, H. (2003). Scaffolding target language use. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 22–46). Authentik.
Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory and clinical applications. Journal of Child Psychology and Psychiatry, 42(1), 3–48.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening. Routledge.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537.
Wolff, D. (2011). Content and language integrated learning. In K. Knapp & B. Seidlhofer (Eds.), Handbook of foreign language communication and learning (pp. 545–572). Walter de Gruyter.
Yeh, H. C. (2015). Facilitating metacognitive processes of academic genre-based writing using an online writing system. Computer Assisted Language Learning, 28, 479–498. https://doi.org/10.1080/09588221.2014.881384
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The author declares that this manuscript is his original has not been published in whole or in part elsewhere and is not currently under consideration in whole or in part for publication elsewhere. The project received no funding and the author has no conflict of interest to declare.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Wu, M.Mf. The Social Nature of Second Language Metacognition. Asia-Pacific Edu Res 31, 499–506 (2022). https://doi.org/10.1007/s40299-021-00596-4
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40299-021-00596-4