October 2006
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1,044 Reads
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21 Citations
Language Learning
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Publications (9)
October 2006
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516 Reads
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158 Citations
Language Learning
My mind is always open to accept information about the language … I always concentrate because I have to learn … I just don't take it as it comes. I change it in my mind. There's always movement.
March 2002
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1,388 Reads
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193 Citations
Applied Linguistics
The notion of learner-centred instruction in foreign arid second languages grew out of the recognition that language learners, are diverse, in their reasons for learning another language, their approach to learning, and their abilities. This article is about learner development, a learner-centred innovation in FL/SL instruction that responds to learner diversity by aiming to improve the language learner's ability to learn a language. First, in overview of concepts and practices that defined learner-centred language teaching are provided. Then, the foundational ideas that shaped early practice in learner development and the changes in the field that resulted as these ideas were implemented in language programmes in various world regions are described. An evaluation of the theory and practice in learner development from the perspective of selected theories in SLA follows. The conclusion provides Suggestions for future development.
December 1999
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514 Reads
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286 Citations
System
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
December 1998
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419 Reads
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778 Citations
Applied Linguistics
Dating back to the early 80s, the FL/SL literature on learner strategies and on self-directed language learning documents an ongoing recognition of the need to help language learners reflect upon and refine their beliefs and knowledge about learning, ie. their metacognitive knowledge. To date, however, this literature has not been explicit about the function of this knowledge in language learning. This article reviews selected theoretical and research literature on metacognition to address this lack. It argues that insights provided by the review can enhance our understanding of those approaches to second language acquisition which assign an active role to the learner, and concludes with a consideration of practical implications for foreign and second language instruction
May 1995
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55 Reads
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91 Citations
System
Learner training has typically focused primarily on the strategies for self-directed learning, i.e. planning, monitoring and evaluating, or on cognitive strategies. Scant attention has been paid to knowledge about cognition, specifically “task knowledge”, i.e. knowledge about the nature and purpose of the task that is the focus of student learning. This paper will define and illustrate the various components of task knowledge and attempt to show the functional relationship between task knowledge and autonomous learning. It argues for an approach to learner training that is (task) knowledge based.
December 1986
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152 Reads
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145 Citations
System
While most would agree that it is important to develop, nurture and refine the learning skills of second language students, to my knowledge, learner training remains a secondary concern in many second language classrooms. Reasons for this are suggested in one of the questions that emerged from David Carver's considerations of the research on learner strategies [System12(2) 123–130], i.e. is there anything that the teacher can do to control or promote the growth of learner strategies? In other words, if learner training is not a major goal in second language classrooms, this may be due, in part, to the scant empirical validation of its feasibility and effectiveness. It may also be due to the lack of guidelines to direct a more systematic approach in devising materials and activities for its implementation. This paper addresses the second reason. It will outline a set of criteria that can be used to guide such endeavors and illustrate their application in five ESL settings.
February 1986
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72 Reads
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254 Citations
Applied Linguistics
May 1985
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15 Reads
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9 Citations
Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Considers the implications of research on intentional learning processes for the role of the second language teacher. It is recommended that teachers take on the task of helping their students refine their competence as learners. Techniques for classroom practice are suggested. (MSE)
Citations (9)
... Kokemukset ovat tärkeitä myös erilaisten käsitysten kannalta. Käsitykset oppimisesta voidaan määritellä esimerkiksi ajatuksiksi tai mielipiteiksi kielten oppimisesta (Horwitz 1987), joiden taustalla on yksilöllisiä kokemuksia ja ympäristön, kuten vanhempien, opettajien tai ystävien, mielipiteitä (Wenden 1986). Sittemmin käsityksiä on määritelty eri tavoin ja eri näkökulmista. ...
- Citing Article
February 1986
Applied Linguistics
... Learners' metacognitive knowledge and states can also be improved during Teaching with the help of visualisation, social connectedness building, and stress management techniques. Since Metacognitive knowledge also includes students' beliefs about themselves as learners (Wenden, 1999), Wenden (1999) recommends using surveys and interviews to build a profile of students' metacognitive knowledge. Using visualisation (guided imagery) as an intervention tool can also help learners to explore themselves (Arnold, 1999), moreover, it can help them to build an image of their future selves with perfect English (Dörnyei, 2009). ...
- Citing Article
December 1999
System
... That said, the more metacognitive awareness learners have, the more they use strategies (Nosratinia et al., 2014). Given this, it has been recommended that learners receive strategy training (Wenden, 2002). Anderson (2002) proposed a metacognitive strategy model consisting of five steps: (1) preparing and planning for learning; (2) selecting and using learning strategies; (3) monitoring strategy use; (4) orchestrating various strategies; and (5) evaluating strategy use and learning. ...
- Citing Article
March 2002
Applied Linguistics
... Attitude, according to Smith (1971), is an assortment of beliefs about an object or a situation, which predisposes one to react in a particular manner. Wenden (1985Wenden ( , 1991 cited in Karahan, 2007:75) …it does not really matter whether all or only one of the three components are measured; the relationship between the components is so close that sufficient information on an attitude can be obtained by measuring only one component, no matter which... (Van Els et al., 1984: 33) More particularly, Bernat (2008: 7) argues that beliefs are thought to have the potential for shaping the learners' cognitive and affective processes, which may involve either negative or positive attitudes towards the TL. Baker (1988) further describes attitudes to be dimensional, they vary in degree of favourability or lack of. ...
Reference:
ELSHAZLY Thesis after Viva PRINT
- Citing Article
May 1985
Canadian Modern Language Review/ La Revue canadienne des langues vivantes
... Metacognitive Knowledge. This is defined as knowledge about one's learning (Wenden, 1987). It is a constellation of beliefs and knowledge (Zhang & Zhang, 2019) that learners acquire "formally or informally, deliberately or incidentally" (Wenden, 1998, p. 516). ...
- Citing Article
October 2006
Language Learning
... Over the years, various researchers have contributed to the existing taxonomies in strategy research (Wenden, 1983;Rubin, 1987;Oxford, 1990;O'Malley & Chamot, 1990;Cohen, 1998, etc.). As early as 1957, Nida reported that foreign language (FL) students -practice thinking in a foreign language by making up imaginary conversations, constructing speeches, or recalling what one has heard or read in the foreign language‖ (1957, p. 24). ...
- Citing Article
October 2006
Language Learning
... FL learning strategies have developed significantly from early research by Stern (1975), Weinstein (1978), and Wenden (1987) to recent studies by Oxford (2016), Wharton (2000), and Al-Khaza'leh (2020). Research into strategies has generated a multitude of typologies-for example, Al-Qahtani (2013). ...
Reference:
Top-Notch Learning Strategies
- Citing Article
December 1986
System
... In the learning carried out, educators must understand the student's position. This cannot be separated from the learning students create; they decide whether it is appropriate to build understanding in the classroom [11], apart from identifying and organizing the information received [13]. In general, LK is defined as knowledge related to student characteristics [11], [10], students' thinking [14], [15], and students' initial concepts [11], [15]. ...
- Citing Article
May 1995
System
... Helping language learners develop metacognition is essential, as it plays a central role in fostering self-regulation skills (Efklides, 2009;Oxford, 1990;Wenden, 1998;Xu, 2023;Zhang & Zhang, 2019). Despite its importance, metacognitive development is often overlooked in language classrooms, where instructional time is primarily devoted to linguistic content (Haukås, 2012(Haukås, , 2016Wilson & Bai, 2010). ...
- Citing Article
December 1998
Applied Linguistics