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1 Learning Strategies
Research on learning strategies came from 1970s, which grew up under the backgroundwhen the existing education system and the teaching method were incompatible with socialrequirements at that time. Many experts at home and abroad have launched the research onthem in the field of second language acquisition research. So, what is learning strategies?Experts at home and abroad give different definitions about that.Brown et al. (1980) regards learning strategies as “a particular method of approaching aproblem or task, a mode of operation for achieving a particular end, a planned design forcontrolling and manipulating certain information”[1].Stern (1983) gives the definition “In our view strategy is best reserved for generaltendencies or overall characteristics of the approach employed by the language learner,learning techniques as the term to refer to particular forms of observable learning behavior”[2].Chamot (1987) defines as “learning strategies are techniques, approaches or deliberateactions that students take in order to facilitate the learning, recall of both linguistic andcontent area information”[3].In the same year, according to Rubin, “Learning strategies are strategies whichcontribute to the development of the language system which the learner constructs and affectslearning directly”[4]. While Oxford says that “Language learning strategies are behaviors oractions, which learners use to make language learning more successful, self-directed andenjoyable”[5].O’Malley and Chamot (1990) claim that “learning strategies are the special thoughts orbehaviors that individuals use to help them comprehend, learn, or retain new information”[6].
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2.2 Metacognition and Metacognitive Strategies
In this section, definitions and components of metacognition are demonstrated,definitions of metacognitive strategies are highlighted, the classifications of metacognitivestrategies are presented, and relationship between metacognition and metacognitive strategiesis expounded. In 1965，Tarski introduced the concept of meta，in 1976，Flavell who is a famousAmerican psychologist raised a new subject, metacognition, on the basis of cognitivepsychology. Since then, the research and practice on metacognition theory is expandingquickly all over the world, which has far-reaching influence. Researchers give differentdefinitions to metacognition, the definitions of metacognition are given by differentresearchers in the following.Flavell who is an American psychologist asserts that metacognition refers to one’sknowledge concerning one’s own cognitive processes or anything that is related to them, eg,the learning-relevant properties of information or data, which is also an individual’s turninginwards to reflect on his cognitive processes with its core meaning “cognition aboutcognition”[14].The definition to metacognition has been given by Bruner as “metacognition is thereflection upon or monitoring of those acts that have to do with achieving, storing, retrievingor using information”[15].Brown (1987) has viewed metacognition as the “understanding of knowledge, andunderstanding that can be reflected in either effective use or overt description of theknowledge in question”[16].O’Malley and Chamot (1990) define metacognition as “knowledge of one’s cognitiveprocess related to learning and cognitive processes of others”[17].Wittrock (1991) points out that metacognition is the awaren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。