Autonomy at All Costs: An Ethnography of Metacognitive Self-Assessment and Self-Management among Experienced Language Learners.
Autonomy at All Costs: An Ethnography of Metacognitive Self-Assessment and Self-Management among Experienced Language Learners.
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不惜一切代价的自治：经验丰富的语言学习者元认知自我评估和自我管理的民族志。
DOI：
10.1111/0026-7902.00109
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
W. P. Rivers
中科院分区：
文献类型：
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作者：
W. P. Rivers
认知研究表明，在不同领域，包括国际象棋，数学，物理和语言学习的专家学习者，与新手学习者不同的方法新的学习任务。最近的神经心理学研究强烈主张，元认知与认知是分开的，由两种类型的行为组成：自我评估和自我管理。本文以定性数据为基础，分析了成人第三语言学习者的自主学习行为。这些数据是在1993年和1994年从11名格鲁吉亚和哈萨克学生在马里兰州大学帕克分校收集的。根据联邦机构间语言圆桌会议（FILR）量表，所有学习者的俄语熟练程度均为2/2/2（L/R/S）。使用用于分析定性数据的接地方法（Strauss & Corbin，1990）分析数据。所有的学习者都定期评估自己的学习进度、学习风格、策略偏好以及与教学风格和其他学习者行为的冲突。根据这些评估，大多数学习者尝试了特定的自主学习行为，主要关注课程材料和课堂活动的变化，并针对特定的学习任务和策略。
Research in cognition has shown that expert learners in diverse fields, including chess, mathematics, physics, and language learning, approach new learning tasks differently than novice learners. More recent research in neuropsychology makes a strong claim that metacognition is separate from cognition and consists of two types of behavior: self-assessment and self-management. This article analyzes self-directed language learning behaviors of adult third-language learners based on qualitative data. The data were gathered in 1993 and 1994 from 11 learners of Georgian and Kazakh at the University of Maryland at College Park. All learners had 2/2/2 (L/R/S) proficiency in Russian according to the Federal Interagency Language Roundtable (FILR) scale. Data were analyzed using the Grounded Method for analyzing qualitative data (Strauss & Corbin, 1990). All learners were found to assess their progress, learning styles, strategy preferences, and conflicts with teaching styles and with the behaviors of other learners regularly. Based on these assessments, the majority of learners made attempts at specific self-directed learning behaviors, focused primarily on changes to course materials and classroom activities, and targeted specific learning tasks and strategies.