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or high school students. Junior high school learning is a key stage, which is the period of laying English foundation. If we conduct research on junior high learners’ slip-of-the-pen at this stage and improve teaching methods and strategies, students can reduce the occurrence of mistakes and errors. It will be very important for their future learning.

Chapter 2 Theoretical Basis and Literature Review

2.1 Slip-of-the-Tongue/ Slip-of-the-Pen

2.1.1 Definition of the Phenomena

2.1.1.1 Definition of Slip-of-the-Tongue

Boomer  and  Laver  (1968)  defined  slip-of-the-tongue  as  “the  unconscious deviation of the speaker’s planned or intended pronunciation, grammar, lexicons and so  on”.  This  definition  emphasizes  the  relationship  between  slip-of-the-tongue  and linguistic elements, and points out that slip-of-the-tongue is a kind of deviation. 

Fromkin (1973; 1980) and Stemberger (1983) stated that a speech error or slip is “an unintentional movement”, “addition, deletion, blending or substitution of material” in an utterance or between sentences. This definition reveals two features of slip-of-the-tongue.  First,  slip-of-the-tongue  is  unconscious.  Second,  the  position  of  slip-of-the-tongue is critical. 

According to Aitchison (2011), the collection of utterances needs the utmost care. It not only contains slip-of-the-tongue, but also stands for “a random sample of” various possible segments. Hence, we should pay more attention to the speaker’s competence, his underlying system of rules, instead of his performance, an arbitrary record of his utterances.

In China, the earliest scholars who studied slip-of-the-tongue, Shen Jiaxuan (1992) and Zhang Ning (1990), defined it as the speaker’s accidental and involuntary deviation from  his  own  desired  speech,  grammar,  vocabulary  or  semantic  errors.  It  is inappropriate discourse resulting from the speaker’s cognition, mental state, society, cultural factors, etc. 

2.2 Metacognition

Metacognition is emphasized as a field of psychological research by Flavell (1971). Since then, the research and experiments of metacognitive theory have spread rapidly around the world, with profound significance. A large number of empirical studies show that students with a high level of metacognition can effectively monitor and regulate their learning process, and thus improve their learning efficiency. 

2.2.1 Definition of Metacognition

Flavell  (1979)  believed  that  metacognition  refers  to  the  thinking  subject’s knowledge  about  his  own  cognitive  process,  cognitive  results  and  related  activities, including  knowledge  of  the  current  cognitive  process  (dynamic)  and  self-cognition ability (static) and the cognition of the interaction between the two, as well as the active detection and regulation of these processes. Based on his opinion, we can understand metacognition  as  “cognition  about  cognition”.  It  is 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。