A Case Study of Formation of Mandarin-English College Students’ Metacognition

• Published in: Theory and practice in language studies Vol. 6; no. 12; pp. 22802291 - 22802302
• Main Author: Zhou, Wei
• Format: Journal Article
• Language: English
• Published: London Academy Publication Co., LTD 01.12.2016; Academy Publication Co., Ltd
• Subjects: Analysis; Case studies; Classrooms; College students; Colleges & universities; Conflicts of interest; Education; Entrance examinations; Feedback; Language; Language Skills; Learning Processes; Learning strategies; Mandarin; Metacognition; Methods; Psychological aspects; Qualitative research; Second language learning; Students; Teachers; Teaching; China
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.0612.07

The present study provides both quantitative and qualitative analysis of the formation of language learners’ metacognition as the Mandarin-English college students in China. I hypothesized that language learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process. 3 of 115 freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study. The result carries out to examine the intervention of strategy course on the formation of metacognition of English major freshmen in their language learning. The conclusions obtained from pre-interviews and post-interview have indicated that the subjects’ metacognition knowledge and metacognitive strategy use in language learning are conflicting. After the course, the metacognition of the subjects increased.