Chapter

Learner autonomy in a mainstream writing course: Articulating learning gains

Sara Cotterall

in Maintaining Control

Published by Hong Kong University Press

Published in print May 2009 | ISBN: 9789622099234
Published online September 2011 | e-ISBN: 9789882207165 | DOI: http://dx.doi.org/10.5790/hongkong/9789622099234.003.0006
Learner autonomy in a mainstream writing course: Articulating learning gains

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This chapter first refers to previous research into the acquisition of metacognitive knowledge in language learning, and specifically into its role in second language writing. It then provides some background on the writing course and the learners, and explains how the development of metacognitive knowledge was a central and explicit course goal. The main body resents statements about metacognitive knowledge reported in the reflections of learners in the workshop group, and considers the possible relationship between those instances of metacognitive knowledge and the development of learner autonomy. The chapter then discusses some instances where the learners reported having transferred learning gained during the writing course to new situations. Finally, while acknowledging the limitations of the small-scale piece of research, the discussion presents some of the challenges for writing teachers and researchers which it highlights.

Keywords: metacognitive knowledge; language learning; second language writing; learning transfer

Chapter.  6991 words. 

Subjects: Sociolinguistics

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