Learning Grammar Autonomously through Metacognitive Strategies: An Experiment

Authors

  • Stanley Mohandoss Stephen Heads the Postgraduate and Research Department of English American College, Tamil Nadu, India.
  • Xavier Pradheep Singh Department of English at V O Chidambaram College, Thoothukudi, South India.

DOI:

https://doi.org/10.3126/nelta.v15i1-2.4620

Keywords:

Met cognitive knowledge, Met cognitive strategies, Learner autonomy

Abstract

Knowing how to learn a language maximizes the chances of effective learning. Metacognition, an emerging concept in cognitive psychology, aids learners to enrich their knowledge of the learning process and makes them autonomous learners. This paper details an experiment conducted with fifty freshmen in college on autonomous learning of 'concord' using metacognitive strategies. This experiment is an attempt to verify whether students can learn English grammar autonomously when they are trained to use metacognitive knowledge and strategies. This experiment uses the method described by Best and Kahn (2000).

Key words: Metcognitive knowledge; Met cognitive strategies; Learner autonomy

Journal of NELTA

Vol. 15 No. 1-2 December 2010

Page: 146-150

Uploaded date: 4 May, 2011

DOI: 10.3126/nelta.v15i1-2.4620

Downloads

Download data is not yet available.
Abstract
799
PDF
1315

Author Biographies

Stanley Mohandoss Stephen, Heads the Postgraduate and Research Department of English American College, Tamil Nadu, India.

Associate Professor

Xavier Pradheep Singh, Department of English at V O Chidambaram College, Thoothukudi, South India.


Assistant professor

Downloads

How to Cite

Stephen, S. M., & Singh, X. P. (2011). Learning Grammar Autonomously through Metacognitive Strategies: An Experiment. Journal of NELTA, 15(1-2), 146–150. https://doi.org/10.3126/nelta.v15i1-2.4620

Issue

Vol. 15 No. 1-2 (2010)

Section

Articles

License

© Nepal English Language Teachers’ Association (NELTA)

Authors are required to transfer their copyright to the Nepal English Language Teachers' Association (NELTA)

The Journal of NELTA is copyright by Nepal English Language Teachers’ Association (NELTA). Apart from citing/referencing in academic works, no part of any materials may be reproduced by any process without prior written permission from its copyright owner – NELTA. Requests and enquiries concerning reproduction and rights may be addressed to NELTA or the editorial board at neltaeditorialboard@gmail.com.