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Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching

  • Living reference work entry
  • First Online:
Second Handbook of English Language Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Metacognition has been defined as learners’ “cognition about cognition” (Flavell (1979) Am Psychol 34(10):906–911), which has also been widely accepted as a theoretical framework for researching language learning and teaching, especially in examining language learner strategies in the field of second/foreign language education. Pedagogical practices in light of such a framework have also been promoted accordingly. Nonetheless, the research literature is short of delineation on the relationship between metacognition and self-regulation. It is especially scant with regard to how self-regulated learning (SRL) is related to second language learning and teaching. This chapter intends to clarify the relationship between the seemingly different constructs, metacognition and self-regulated learning, in relation to the learning and teaching of second or foreign languages. It is also aimed at strengthening the research-practice nexus, with a view of helping classroom researchers to be well-informed of the theoretical connections between the two constructs for more stringent research to be carried out for benefiting frontline teachers, whose responsibilities are delivering effective instruction for enhancing learners’ language proficiency.

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Authors and Affiliations

  1. Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand

    Donglan Zhang & Lawrence Jun Zhang

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  1. Donglan Zhang
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  2. Lawrence Jun Zhang
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Correspondence to Donglan Zhang .

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Editors and Affiliations

  1. The University of Hong Kong , Hong Kong SAR, Hong Kong

    Xuesong Gao

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Zhang, D., Zhang, L.J. (2019). Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_47-1

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  • DOI: https://doi.org/10.1007/978-3-319-58542-0_47-1

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  • Print ISBN: 978-3-319-58542-0

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