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dc.contributor.editorHaukås, Åsta
dc.contributor.editorBjørke, Camilla
dc.contributor.editorDypedahl, Magne
dc.date.accessioned2018-11-30T10:51:15Z
dc.date.available2018-11-30T10:51:15Z
dc.date.issued2018
dc.identifier.isbn9781351049139
dc.identifier.isbn978-1-138-63338-4
dc.identifier.urihttp://hdl.handle.net/1956/18739
dc.description.abstractThis volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.eng
dc.language.isoengeng
dc.publisherRoutledgeeng
dc.relation.ispartofseriesRoutledge Studies in Applied Linguisticseng
dc.rightsAttribution-NonCommercial-NoDerivatives CC BY-NC-NDeng
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/eng
dc.titleMetacognition in Language Learning and Teachingeng
dc.typeBookeng
dc.rights.holderCopyright 2018 selection and editorial material, Åsta Haukås, Camilla Bjørke and Magne Dypedahl; individual chapters, the contributorseng
dc.type.versionpublishedVersioneng
bora.peerreviewedPeer reviewedeng
dc.identifier.cristinID1592715


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