元认知、元语言意识、自我调控与外语教学

Metacognition, metalinguistic awareness, self-regulation and foreign language learning and teaching

近期，尽管国内学术界对于元认知、学习策略及自主学习等方面的理论发展有一定的综述或实证研究，但是对元认知、元语言意识及自我调控机制等与自主学习及其相关的内容在外语教学中的作用却鲜有系统的归纳、总结与分析。鉴于此，本文从元认知的界定与历史发展入手，综述这一理论概念的内涵及其以John Flavell 为主的有关学者的研究成果、最新的研究发展动向及其在教育教学中的应用。然后将这一认知科学概念对外语教学研究的理论及实际的意义分别进行阐述，旨在呈现元认知与外语教学、元语言意识与外语教学、元认知、自我调控与自主学习的关系，以期更进一步帮助推动我国的外语教学。

Despite a plethora of reports on metacognition in relation to language learning strategies and learner autonomy in the literature on foreign language education in China， there still lacks a coherent and systematic examination of the role of metacognition， metalinguistic awareness and self-regulation in foreign language learning and teaching. This paper is an attempt to fill up the gap by synthesizing these theoretical constructs. It starts with a review of the metacognition literature represented by John Flavell and associates， followed by an analysis of the latest development and application of metacognition in cognitive psychology， general education， and foreign language teaching. The intent of so doing is to offer insights into the relationships between metacognition and foreign language teaching， metalinguistic awareness and foreign language teaching， metacognition， self-regulation and learner autonomy， with a view of teasing out useful pedagogical implications for more effective instructional practice.