Abstract:

Making any learner metacognitively aware is to teach them how to think, and how to learn. Any teacher can encourage reflective practices and create environment in which students’ learning ability could be enhanced. Learning how to learn can be taught, and it should be taught explicitly! Most of us in teaching field are continually surprised at the number of students who come to university not having any knowledge about different cognitive tasks, knowledge about different learning strategies (appropriate for their learning style or their personality) or having very little metacognitive knowledge.

Having in mind a broad distinction between cognitive and metacognitive strategies, the presenters will focus on how to teach learners to pursue their goals in learning consciously, and how to select the appropriate, effective strategies they need (In short, all metacognitive strategies including planning, monitoring, and evaluating learning). The presentation describes how expert learners employ reflective thinking skills, the knowledge about themselves as learners, and of appropriate strategies for the specific task requirement. In addition, learners’ metacognitive knowledge of cognitive, and motivational strategies can enhance his/her learning; the presenters will discuss the implications that the concept of metacognition of adult learners of FL has for instructional practices.

Keywords:

Metacognition, cognitive strategies, Metacognitive instructional strategies, Second Language Learning, Adult learners of foreign language.