Metacognitive strategies in foreign language teaching

Detalhes bibliográficos
Autor(a) principal: Tostes, Simone Correia
Data de Publicação: 2007
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signo (Santa Cruz do Sul. Online)
Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/26
Resumo: The research about the perception of nominal phrases in English as a foreign language has shown that the more marked phrases require a burdensome processing job on the part of the FL learner, who tends to either avoid them in their oral productions, or realize a negative transference of L1 patterns. The attitude of avoidance lowers as the learner advances toward proficiency in the FL. As a result, markedness and, consequently, the complexity of cognitive processing, is inversely proportional to the learner´s fluency. Working with metacognitive strategies can minimize the negative effects of transference, without, however, getting it supressed from the learning strategies.
id UNISC-3_0138c35eb43d14c9ca72392b1f791ad8
oai_identifier_str oai:ojs.online.unisc.br:article/26
network_acronym_str UNISC-3
network_name_str Signo (Santa Cruz do Sul. Online)
repository_id_str
spelling Metacognitive strategies in foreign language teachingEstratégias metacognitivas no ensino de LEEnsino. LE. Metacognitivas. Estratégias. Aprendizagem.The research about the perception of nominal phrases in English as a foreign language has shown that the more marked phrases require a burdensome processing job on the part of the FL learner, who tends to either avoid them in their oral productions, or realize a negative transference of L1 patterns. The attitude of avoidance lowers as the learner advances toward proficiency in the FL. As a result, markedness and, consequently, the complexity of cognitive processing, is inversely proportional to the learner´s fluency. Working with metacognitive strategies can minimize the negative effects of transference, without, however, getting it supressed from the learning strategies.A pesquisa sobre a percepção de sintagmas nominais em inglês como língua estrangeira evidenciou que sintagmas mais marcados requerem um trabalho de processamento maior por parte do aprendiz de LE, que ora tende a evitá-los em suas produções orais espontâneas, ora realiza a transferência negativa de parâmetros da L1. Essa atitude de esquiva diminui à medida que o aprendiz avança rumo à proficiência no idioma. Dessa forma, o grau de marcação e, portanto, a complexidade do processamento cognitivo dessas estruturas é inversamente proporcional ao nível de fluência na LE. O trabalho com estratégias metacognitivas no ensino de LE pode diminuir efeitos negativos da transferência, sem, contudo, suprimi-la do rol de estratégias intuitivas de aprendizagem.Edunisc2007-01-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/2610.17058/signo.v32i52.26Signo; v. 32 n. 52 (2007); 80-901982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/26/18Tostes, Simone Correiainfo:eu-repo/semantics/openAccess2018-07-26T18:14:08Zoai:ojs.online.unisc.br:article/26Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:14:08Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Metacognitive strategies in foreign language teaching
Estratégias metacognitivas no ensino de LE
title Metacognitive strategies in foreign language teaching
spellingShingle Metacognitive strategies in foreign language teaching
Tostes, Simone Correia
Ensino. LE. Metacognitivas. Estratégias. Aprendizagem.
title_short Metacognitive strategies in foreign language teaching
title_full Metacognitive strategies in foreign language teaching
title_fullStr Metacognitive strategies in foreign language teaching
title_full_unstemmed Metacognitive strategies in foreign language teaching
title_sort Metacognitive strategies in foreign language teaching
author Tostes, Simone Correia
author_facet Tostes, Simone Correia
author_role author
dc.contributor.author.fl_str_mv Tostes, Simone Correia
dc.subject.por.fl_str_mv Ensino. LE. Metacognitivas. Estratégias. Aprendizagem.
topic Ensino. LE. Metacognitivas. Estratégias. Aprendizagem.
description The research about the perception of nominal phrases in English as a foreign language has shown that the more marked phrases require a burdensome processing job on the part of the FL learner, who tends to either avoid them in their oral productions, or realize a negative transference of L1 patterns. The attitude of avoidance lowers as the learner advances toward proficiency in the FL. As a result, markedness and, consequently, the complexity of cognitive processing, is inversely proportional to the learner´s fluency. Working with metacognitive strategies can minimize the negative effects of transference, without, however, getting it supressed from the learning strategies.
publishDate 2007
dc.date.none.fl_str_mv 2007-01-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/26
10.17058/signo.v32i52.26
url https://online.unisc.br/seer/index.php/signo/article/view/26
identifier_str_mv 10.17058/signo.v32i52.26
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/26/18
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edunisc
publisher.none.fl_str_mv Edunisc
dc.source.none.fl_str_mv Signo; v. 32 n. 52 (2007); 80-90
1982-2014
reponame:Signo (Santa Cruz do Sul. Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Signo (Santa Cruz do Sul. Online)
collection Signo (Santa Cruz do Sul. Online)
repository.name.fl_str_mv Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv rgabriel@unisc.br||revistasigno.unisc@gmail.com
_version_ 1787894843267088384

Registros relacionados