英语教学中元认知意识培训及学习者自主学习_英文_.pdfVIP

2008 8 ( ) Aug. 2008 31 4 CELEA Journal ( Bimonthly) Vol. 31 No.4 DEVELOPING LEARNER AUTONOMY THROUGH METACOGNITIVE AWARENESS TRAINING IN ELT Chen Wei uangdong Pharmaceutical University Abstract Based on the theories of metacogonition and learner autonomy, andby analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in ELT metacognitive awareness training should gobefore the training of metacognitive strategies, and only when students are conscious about metacognitive awareness can they strengthen their effort, motivation, and persistence, seek assistance from peers and teachers when needed, and provide self-instruction while learning and take responsibility for their learning. Key w ords learner autonomy; metacognition; metacognitive awareness; training; ELT 1. Learner autonomy and metacognition For many decades, English language teaching has undergone many changes and experienced various approaches and methods ( Richards Rodgers 1986) . Since 1960s, with the development of cognitive psychology, researchers began to focus their attention on learners and learning processbecause cognitive psychologistsbelieve that a learner isnot a passive receiver but an active thinker andproblem-solver. The focusof ELT has been switched from how teachers teach to how students learn. A considerable number of studieshave proved that effective language learning should be learner-centered, andresearches indicate the necessity and effectiveness of moving from teacher dependence towards learner autonomy ( Cotterall 1995; Dickinson 1995; remmo Riley 1995; Kember ow 1994; Little 1995; Victori Lock