Chapter 2 Literature Review
2.1 Metacognition and Metacognitive Strategies
2.1.1 Definitions of Metacognition
One of the key concepts in the field of cognition in recent times is metacognition. Metacognition was first introduced in the 1970s and was first found in the book Cognitive Development compiled by the American child psychologist Flavell (1976). In this book, he defines metacognition as an activity that involves regulating any aspect of cognitive activity. It is intended to describe an individual’s understanding of his or her own cognitive activity. This covers awareness of one’s cognitive abilities, knowledge of current cognitive processes, and the interactions between the two. However, the context of metacognition is actually a multidimensional concept. It involves not only the cognitive subject’s in-depth knowledge of his or her mental state, abilities, and the cognitive strategies employed, but also covers the entire process of planning, continuous monitoring, and eventual evaluation of the subject’s own activities. This cognitive process is both comprehensive and in-depth, reflecting the important position of metacognition in individual thinking activities.
Based on Flavell’s concept of metacognition, subsequent researchers have defined metacognition in a more in-depth and specific way, which not only enriches the theoretical connotation of metacognition, but also provides useful insights and guidance for educational practice. Brown (1982) defines ―metacognition‖ as the thoughtful consideration and regulation of the overall thinking process, which covers the deep reflection on one’s own thinking activities and the effective management thereof, while Anderson (1985) proposes that ―metacognition‖ refers to the self-reflection and behavioral regulation in recovering and using information. Wenden (1998) clearly pointed out that metacognition, as a unique form of cognition, represents an advanced thinking process, which actively participates in and controls the cognitive process. Domestic scholars Shu Dingfang (2008) further refined the concept of metacognition, defining it as an individual’s deep understanding of the cognitive process itself, as well as the methods and means by which an individual can effectively regulate the cognitive process through careful planning, close monitoring, and precise assessment.
2.2 Metacognitive Strategies in Listening Teaching at Home and Abroad
2.2.1 Researches on Metacognitive Strategies in Listening Teaching Abroad
Since the 1970s, the study of second language learning strategies has become the focus of the field of applied linguistics abroad. When it comes to teaching listening comprehension in a foreign language, Rubin and Thompson (1996) also looked at the function of metacognitive methods. The researchers observed that students whose only exposure to learning strategies was through metacognitive training had a marked improvement in their listening comprehension compared to students whose only exposure was through a control group. The trials also uncovered an intriguing phenomenon: students were more likely to apply listening learning strategies when listening information were presented visually rather than audibly.
Linguist Vandergrift (2006) used metacognitive theory as the cornerstone of his work, and after repeated tests and
