LEUSHINA N. A. METACOGNITIVE KNOWLEDGE IN TEACHING READING IN ENGLISH TO ENGINEERING STUDENTS: ROLE, COMPONENTS, AND WAYS OF DEVELOPMENT. LIFELONG EDUCATION: The 21st Century.
2020. № 4 (32). DOI: 10.15393/j5.art.2020.6347


Issue 4 (32)

Innovative approaches to lifelong learning
pdf-version

METACOGNITIVE KNOWLEDGE IN TEACHING READING IN ENGLISH TO ENGINEERING STUDENTS: ROLE, COMPONENTS, AND WAYS OF DEVELOPMENT

LEUSHINA Nadezhda A.
an instructor at the Department of foreign languages for natural and technical areas of study Petrozavodsk State University
(Petrozavodsk, Russian Federation)
nadezhda.leu@yandex.ru
Keywords:
metacognitive competence
lifelong education
foreign language reading
metacognitive knowledge
metacognitive strategies
self-instruction
scanning.		 Abstract: the article focuses on the issues of self-organization and self-instruction of engineering students in the process of studying a foreign language, in particular, training in foreign language reading, key component of foreign language communicative competence. The article discusses the approach to teaching foreign languages associated with achievements in the field of metacognitive study. The metacognitive approach is relevant for lifelong education since it is aimed at developing students' ability to independently assess and regulate their cognitive sphere development during their studies at the university and in their future professional activities. This article defines the role of metacognitive knowledge as a basis for applying metacognitive and cognitive strategies, as well as components of metacognitive knowledge in teaching foreign language reading at a university level: person/self knowledge, task knowledge, and strategy knowledge. The methods for using metacognitive knowledge in teaching foreign language reading to engineering students (discussion, questionnaires, questions for reflection, memos, etc.) are presented. The article provides examples of these application methods in teaching scanning reading.
Paper submitted on: 11/02/2020; Accepted on: 11/20/2020; Published online on: 12/25/2020.

References

  1. Curriculum and guidelines for themulti-level training system in foreign languages in non-linguistic degree programs. Moscow, 2006. 347 p. (In Russ.)
  2. Babikova N. N., Maltseva O. A., Startseva E. N., Turkina M. S. Study of metacognitive awareness of university students. Vestnik Marijskogo gosudarstvennogo universiteta. 2018. Vol. 12. № 3. P. 9–16. (In Russ.)
  3. Bodenova O. V. Development of metacognitive competence in students. – Petrozavodsk, 2017. 122 p. (In Russ.)
  4. Dotsevich T. I. Reading strategies as a means of developing the metacognitive competence in university lecturers. Science and Education: a New Dimension. Pedagogy and Psychology. 2014. № 19. P. 139–143. (In Russ.)
  5. Evdokimova M. G. Methods of metacognitive strategy training for second language learners. Vestnik moskovskogo gosudarstvennogo lingvisticheskogo universiteta. Obrazovanie i pedagogicheskie nauki.2018. № 2 (796). P. 111–125. (In Russ.)
  6. Karpov A. V., SkityaevaI. M. Psychology of metacognitive processes. Moscow, 2005. 352 p. (In Russ.)
  7. Leushina N. A. An inventory for diagnosing metacognitive awareness of strategies for L2 reading profession-oriented texts. Nedelya nauki SPbPU: Proceed. sci. conf. with int. part., Nov. 19–24, 2018. Best reports. St. Petersburg, 2018. P. 377–380. (In Russ.)
  8. Orbodoeva L. M. Metacompetence as a component of the professional foreign language training of linguistic university students. Vestnik moskovskogo gosudarstvennogo lingvisticheskogo universiteta.  2014.  № 14 (700). P. 144–153. (In Russ.)
  9. Sokolova E. I., Nikiforova O. V.  Metacognitive strategies as a tool for developing lifelong learning skills for university students (by the example of teaching a foreign language to mathematicians-programmers of PetrSU). Nepreryvnoe obrazovanie: opyt prepodavatelej Petrozavodskogo gosuniversiteta. Petrozavodsk, 2016. P. 1–12. (In Russ.)
  10. Sysa E. A. Teaching foreign language reading with the use of strategies based on independent educational and cognitive activities (a technical university, German): thesis … Cand. Sc. Educ.: 13.00.02. Tomsk, 2016. 284 p. (In Russ.)
  11. Shevtsova G. V., Lebedeva O. G., Sumin V. E., Rozhdestvenskaya S. V.  English for students of motor transport and motor car industry: a textbook for university students. Moscow, 2014. 320 p. (In Russ.)
  12. Brown A. L. Metacognition, executive control, self-regulation and other more mysterious mechanisms. Metacognition, Motivation, and Understanding. Lawrence Erlbaum. Hillsdale, 1987. P. 65–116.
  13. Chamot A. U. The CALLA handbook: Implementing the cognitive academic language learning approach. New York, 2009. 336 p.
  14. Fitrisia D., Tan K-E., Yusuf Y. Q. Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education. 2015. № 30. P. 15–30.
  15. Flavell J. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. 1979. Vol. 34. № 10. P. 906–911.
  16. Iwai Yu. The effects of metacognitive reading strategies: Pedagogical implications for EFL/ESL teachers. The Reading Matrix: An International Online Journal. 2011. № 2. P. 150–159.
  17. Mokhtari K., Reichard C. A.  Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology. 2002. № 94 (2). P. 249–259.
  18. Papaleontiou-Louca, E. Metacognition and theory of mind. Newcastle, 2008. 99 p.
  19. Salataci R., Akyel A. Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language. 2002. № 14 (1). P. 1–17.
  20. Sheorey R., Mokhtari K. Differences in the metacognitive awareness of reading strategies among native and non-native readers. System. 2001. № 29. P. 431–449.
  21. Wenden A. L. Metacognition: An expanded view on the cognitive abilities of L2 learnersю Language Learning. A Journal of Research in Language Studies. 1987. № 37(4). P. 573–598.
  22. Wenden A. L. Metacognitive knowledge and language learning. Applied Linguistics. 1998. № 19 (4). P. 515–537.
  23. Zhang L. J. A dynamic metacognitive systems account of Chinese university students' knowledge about EFL reading. TESOL QUARTERLY. 2010. Vol. 44, № 2. P. 320–353.
  24. Nikolaeva E. I. Metacognitive competence – what is the problem? [Electronic source]. Vestnik prakticheskoj psihologii obrazovaniya. 2012. Vol. 9. № 3. P. 34–38. Electron. dan. URL: https://psyjournals.ru/vestnik_psyobr/2012/n3/Nikolayeva.shtml (date of access: 07.09.2020). (In Russ.)
  25. Lai E. R. Metacognition: A literature review. Research report [Electronic source]. London, 2011. 40 p.  Electron. dan. URL: http://images.pearsonassessments.com/images/tmrs/metacognition_literature_review_final.pdf (date of access: 20.09.2020).

 


Displays: 1538; Downloads: 384;

DOI: http://dx.doi.org/10.15393/j5.art.2020.6347