The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.

chapter 1|10 pages


ByÅsta Haukås, Camilla Bjørke, Magne Dypedahl
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chapter 2|20 pages

Metacognition in Language Learning and Teaching

An Overview
ByÅsta Haukås
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chapter 3|17 pages

Metacognition in Multilingual Learning

A DMM Perspective
ByUlrike Jessner
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chapter 6|23 pages

Language Contrasts, Language Learners and Metacognition

Focus on Norwegian Advanced Learners of English
ByHilde Hasselgård
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chapter 7|18 pages

Metacognitive Knowledge about Writing in a Foreign Language

A Case Study
ByYvonne Knospe
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chapter 8|18 pages

“In German I Have to Think about It More than I Do in English”

The Foreign Language Classroom as a Key Context for Developing Transferable Metacognitive Writing Strategies
ByKaren Forbes
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chapter 10|25 pages

Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom

ByHenrik Bøhn, Gro-Anita Myklevold
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chapter 11|20 pages

Reflecting on Educational Experiences

An Analysis of Two Migrant Students’ Stories
ByRagnar Arntzen, Odd Eriksen
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chapter 12|19 pages

“Emotion Recollected in Tranquillity”

Blogging for Metacognition in Language Teacher Education
ByLinda Fisher
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chapter 13|20 pages

Teaching Metacognitively

Adaptive Inside-Out Thinking in the Language Classroom
ByPhil Hiver, George E. K. Whitehead
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