Awareness in Reading: EFL Students’ Metacognitive Knowledge of Reading Strategies in an Acquisition-poorEnvironment  

Oleh:

Zhang, Lawrence Jun

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Awareness (Full Text) vol. 10 no. 4 (2001), page 268-288.
Fulltext: 10.4.268-288.pdf (259.75KB)

Isi artikel

Although studies on L2 learning strategies are a major strand of second-language research, recent research interest has focussed on language learners’ metacognitive knowledge or awareness of strategies. Previous research has shed important light on the amelioration in L2 educational practices,but little researchis focusedon EFL learners in input-poor environments. This paper reports on a study of 10 Chinese EFL readers’ metacognitive knowledge of strategies in learning to read EFL in the People’s Republic of China (PRC), a typical acquisition-poor environment. The EFL readers’ metacognitive knowledge of strategies was analysed and interpreted from a broad metacognitive perspectivewithin Flavell’s model (1987),which has been adopted in L2 studies by researchers such as Wenden (1991; 1998) and Goh (1998) to analyse learners’ strategies or theirmetacognitive knowledge of language learning. EFL readers’knowledge of reading strategies was examined through analysing the mentalistic data (Cohen, 1996)obtained through retrospectiveinterviews.The study found that thePRC EFL readers’metacognitiveknowledge of readingstrategieshad close links to their EFL proficiency. The results suggest that the available studies on PRC EFL readershave not adequately addressed the issue. Implications for learner training and recommendations for further research are also explored.

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