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Essay / Research Paper Abstract
A 4 page paper that discuss and explains what metacognition is and how it differs from cognition. The writer discuses the importance of metacognition for English language learners and provides some examples of strategies teachers can teach this population of students. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGellmtc.RTF
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Unformatted sample text from the term paper:
in our native language and then, mentally translate that statement into the second language. This is a laborious activity that stunts both oral and written language abilities. We cannot think
in that second language if we have not been taught how to think. This is where metacognition comes into play. Simply stated, metacognition is thinking about our thinking and
learning processes (e Kete Ipurangi, 2005). It has strong ramifications for our own cognitive abilities and skills. In fact, people who have strong metacognitive abilities are able to learn anything
more easily than those who lack metacognitive abilities. As Anderson (2002) commented: "Learners who are metacognitively aware know what to do when they dont know what to do; that is,
they have strategies for finding out or figuring out what they need to do." Metacognition has been described as the ability to both understand and control ones own cognitive processes
(Anderson, 2002). One of the challenges for teachers is that cognitive skills and metacognitive skills become a bit fuzzy (e Kete Ipurangi, 2005). This agency states: "there is a
close relationship between cognition (thinking and learning) and metacognition (thinking about thinking and learning), and the distinction can sometimes be fuzzy" (e Kete Ipurangi, 2005). An example may help
to clarify: if a student asks what a word means, he is using cognition; if the student asks what the best way is to learn and remember the word and
gives himself a couple of alternatives like repeating the word or creating a visual image of the word, he is using metacognition (e Kete Ipurangi, 2005). All learning,
including learning another language will be more effective and more successful when the learner is able to consciously "use a set of strategies so that they are aware of what
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