The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest.

CENTER FOR APPLIED LINGUISTICS • ERIC CLEARINGHOUSE ON LANGUAGES AND LINGUISTICS • 4646 40TH ST NW • WASHINGTON DC 20016-1859 • 202-362-0700 During a National Public Radio broadcast in the United States in March 1999, a sixth grader explained what she was learning from playing the Stock Market Game, an activity designed to help children become familiar with how the stock market functions. She said, “This game makes me think how to think” (Prakash, 1999). What this statement reveals is that this young learner was beginning to understand the real key to learning; she was engaged in metacognition. Metacognition can be defined simply as thinking about thinking. Learners who are metacognitively aware know what to do when they don’t know what to do; that is, they have strategies for finding out or figuring out what they need to do. The use of metacognitive strategies ignites one’s thinking and can lead to more profound learning and improved performance, especially among learners who are struggling. Understanding and controlling cognitive processes may be one of the most essential skills that classroom teachers can help second language learners develop. It is important that they teach their students metacognitive skills in addition to cognitive skills.

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