Integration of metacognitive strategies into the macrostructure of a foreign language textbook
DOI:
https://doi.org/10.18485/zivjez.2022.42.1.7Keywords:
metacognition, metacognitive strategies, foreign language coursebook, coursebook structure, macrostructureAbstract
This paper, which represents our attempt to define the concept of metacognition, offers a brief overview of its definitions from its introduction until the present day. We also tend to define metacognitive strategies and accentuate their significance in education, especially in foreign language teaching. Metacognitive strategies play an immense role in the process of learning, planning and organizing the learning environment. Relying on metacognitive strategies, learning becomes a meaningful process, governed by a learner. Although all learners have a knowledge of and use certain metacognitive strategies, it is evident that not all of them own a wide enough range of metacognitive strategies or that they do not use them enough. Therefore, it is necessary that both teachers and teaching materials contribute to the development and understanding of metacognitive strategies as well as to their use. This paper deals with a thorough analysis of the classification and features of metacognitive strategies and their effect on communicative activities. It also contemplates which of these strategies can be incorporated into a foreign language coursebook, and how they can be incorporated so that a learner can understand and use them independently.
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