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Metacognitive knowledge in second la...

Kim, Soo Hyon.

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Metacognitive knowledge in second language writing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Metacognitive knowledge in second language writing./
作者:	Kim, Soo Hyon.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590953
ISBN:	9781303311949

Metacognitive knowledge in second language writing.
Kim, Soo Hyon.

Metacognitive knowledge in second language writing. - 169 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2013.

Metacognitive knowledge, "a relatively stable information human thinkers have about their own cognitive processes and those of others" (Wenden, 1998, p.516) is considered an important factor in language learners' success not only inside but also outside the classroom. However, confounding definitions and measures of metacognitive knowledge in SLA have made it challenging to compare and synthesize the body of research carried out in this area thus far (cf. Schoonen et al., 2003).

ISBN: 9781303311949Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Metacognitive knowledge in second language writing.
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100 1 $a Kim, Soo Hyon. $3 2095192
245 1 0 $a Metacognitive knowledge in second language writing.
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Charlene Polio.
502 $a Thesis (Ph.D.)--Michigan State University, 2013.
520 $a Metacognitive knowledge, "a relatively stable information human thinkers have about their own cognitive processes and those of others" (Wenden, 1998, p.516) is considered an important factor in language learners' success not only inside but also outside the classroom. However, confounding definitions and measures of metacognitive knowledge in SLA have made it challenging to compare and synthesize the body of research carried out in this area thus far (cf. Schoonen et al., 2003).
520 $a This study aims to establish a clear definition and operationalization of metacognitive knowledge in the context of L2 writing by identifying its components. The study also demonstrates the process of developing a psychometrically valid and reliable measure to assess L2 writers' metacognitive knowledge, using both quantitative and qualitative methods. The following research questions guide the present study: 1) What are the underlying components of metacognitive knowledge in L2 writing? 2) How can L2 learners' metacognitive knowledge of writing be reliably assessed? 3) What does introspective data reveal about learners' metacognitive knowledge in task-based L2 writing? 4) What is the relationship between L2 writers' metacognitive knowledge, L2 proficiency, and L2 writing performance?
520 $a First, 253 intermediate Korean university EFL learners participated in a multi-phase procedure for the development of a self-report instrument that can reliably measure L2 writers' metacognitive knowledge. The multi-phase procedure included item pool generation, questionnaire administration, and questionnaire evaluation. Six components of metacognitive knowledge were identified from this data using Exploratory Factor Analysis, including metacognitive knowledge of: 1) task, 2) personal learning process, 3) strategy, 4) text and accuracy, 5) problem solving, and 6) discourse features. Using participants' factor scores on these six components, in addition to L2 proficiency scores from DIALANG, and L2 writing scores from an argumentative writing task, a multiple regression analysis was conducted to investigate the relationship between L2 writers' metacognitive knowledge, L2 proficiency, and L2 writing performance. It was found that L2 proficiency and metacognitive knowledge collectively predicted 38.6% of the variance in L2 writing performance. L2 proficiency was the strongest predictor, while metacognitive knowledge of strategy use, and metacognitive knowledge of problem solving also made significant contributions to predicting L2 writing. In addition, introspective data was collected via stimulated recall interviews with a sub-set of the participants, after they completed the argumentative writing task. The qualitative data gleaned from this process enabled triangulation of the large-scale quantitative data, adding more validity and further insight to the study results.
520 $a The empirical results of this study indicated that the components of metacognitive knowledge in L2 writing mostly converged with those identified in early theoretical literature (e.g., Flavell, 1979). In addition, it was found that the particular context of L2 writing -- in this case, emphasis on assessment -- had a strong influence on writers' metacognitive knowledge. Qualitative data also revealed that students' previous experience with L1 and L2 writing instruction had a stronger influence on their metacognitive knowledge than has been acknowledged in previous literature.
590 $a School code: 0128.
650 4 $a Education, English as a Second Language. $3 1030294
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710 2 $a Michigan State University. $b Second Language Studies. $3 1678770
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590953