Metacognitive strategies in foreign language teaching
DOI:
https://doi.org/10.17058/signo.v32i52.26Keywords:
Ensino. LE. Metacognitivas. Estratégias. Aprendizagem.Abstract
The research about the perception of nominal phrases in English as a foreign language has shown that the more marked phrases require a burdensome processing job on the part of the FL learner, who tends to either avoid them in their oral productions, or realize a negative transference of L1 patterns. The attitude of avoidance lowers as the learner advances toward proficiency in the FL. As a result, markedness and, consequently, the complexity of cognitive processing, is inversely proportional to the learner´s fluency. Working with metacognitive strategies can minimize the negative effects of transference, without, however, getting it supressed from the learning strategies.Downloads
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Published
2007-01-04
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How to Cite
Metacognitive strategies in foreign language teaching. (2007). Signo, 32(52), 80-90. https://doi.org/10.17058/signo.v32i52.26
