Hardi, Judit (2015) An Overview of Metacognitive Strategies in Young Learners' Vocabulary Learning. GRADUS, 2 (1). pp. 46-60. ISSN 2064-8014
|
Text
2015_1_ART_005_Hardi.pdf Download (195kB) | Preview |
Abstract
Young learners in a foreign language setting learn vocabulary in a variety of ways.They rely on memory, cognitive, social, and metacognitive strategies to learn vocabulary. Metacognitive strategies are used to evaluate and monitor vocabulary learning, to set up the constituents of vocabulary knowledge, and to search opportunities for learning vocabulary. Accordingly, metacognitive strategies can operate in and out of school activities to facilitate vocabulary learning. In this paper, I intend to provide an overview of young learners' metacognitive strategies by summarizing the use of evaluating and monitoring strategies, discussing young learners' understanding of their vocabulary knowledge, and identifying strategies directed to seek practice opportunities out of school. In the foreign language setting in Hungary out-of-school opportunities highly contribute to the success of vocabulary learning.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | vocabulary learning strategies, metacognition, evaluation and monitoring strategies, understanding vocabulary knowledge, out-of-school opportunities |
| Subjects: | L Education / oktatás > LB Theory and practice of education / oktatás elmélete és gyakorlata |
| Depositing User: | Zoltán Subecz |
| Date Deposited: | 30 Jun 2020 07:20 |
| Last Modified: | 03 Apr 2023 06:50 |
| URI: | http://real.mtak.hu/id/eprint/110724 |
Actions (login required)
 |
Edit Item |
