Reflecting on Metacognitive Strategies in F. L. Teaching and Learning

The present reflection has been written in order to compile the most relevant features that set up metacognitive strategies in connection with second language teaching and learning. The review of literature offers a wide field of practical and effective actions to be included during the classes in o...

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Autores:
Tipo de recurso:
Fecha de publicación:
2012
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/10785
Acceso en línea:
https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/414
https://repositorio.uptc.edu.co/handle/001/10785
Palabra clave:
Thinking
skills
knowledge
impact and awareness
Rights
openAccess
License
http://purl.org/coar/access_right/c_abf2
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spelling 2012-03-132024-07-05T18:17:59Z2024-07-05T18:17:59Zhttps://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/414https://repositorio.uptc.edu.co/handle/001/10785The present reflection has been written in order to compile the most relevant features that set up metacognitive strategies in connection with second language teaching and learning. The review of literature offers a wide field of practical and effective actions to be included during the classes in order to strengthen metacognitive skills and empower second language learners. It is important to emphasize the representative role of teaching instruction in establishing conditions for the generation of awareness in students as a result of an accurate process of thinking. Finally some points for discussion are presented, which provide rhetorical questions to be answered during an ongoing process of reflection and teaching experience.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/414/414Cuadernos de Lingüística Hispánica; No. 16: (julio-diciembre de 2010); 69-82Cuadernos de Lingüística Hispánica; Núm. 16: (julio-diciembre de 2010); 69-822346-18290121-053XThinkingskillsknowledgeimpact and awarenessReflecting on Metacognitive Strategies in F. L. Teaching and Learninginfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Ojeda Álvarez, Adriana001/10785oai:repositorio.uptc.edu.co:001/107852025-07-18 11:05:27.966metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.es-ES.fl_str_mv Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
title Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
spellingShingle Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
Thinking
skills
knowledge
impact and awareness
title_short Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
title_full Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
title_fullStr Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
title_full_unstemmed Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
title_sort Reflecting on Metacognitive Strategies in F. L. Teaching and Learning
dc.subject.es-ES.fl_str_mv Thinking
skills
knowledge
impact and awareness
topic Thinking
skills
knowledge
impact and awareness
description The present reflection has been written in order to compile the most relevant features that set up metacognitive strategies in connection with second language teaching and learning. The review of literature offers a wide field of practical and effective actions to be included during the classes in order to strengthen metacognitive skills and empower second language learners. It is important to emphasize the representative role of teaching instruction in establishing conditions for the generation of awareness in students as a result of an accurate process of thinking. Finally some points for discussion are presented, which provide rhetorical questions to be answered during an ongoing process of reflection and teaching experience.
publishDate 2012
dc.date.accessioned.none.fl_str_mv 2024-07-05T18:17:59Z
dc.date.available.none.fl_str_mv 2024-07-05T18:17:59Z
dc.date.none.fl_str_mv 2012-03-13
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/414
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/10785
url https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/414
https://repositorio.uptc.edu.co/handle/001/10785
dc.language.none.fl_str_mv spa
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/414/414
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
rights_invalid_str_mv http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Cuadernos de Lingüística Hispánica; No. 16: (julio-diciembre de 2010); 69-82
dc.source.es-ES.fl_str_mv Cuadernos de Lingüística Hispánica; Núm. 16: (julio-diciembre de 2010); 69-82
dc.source.none.fl_str_mv 2346-1829
0121-053X
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
_version_ 1839633881171492864

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