temout/ling

/LING

Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) metacognitive strategies (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: metacognitive strategies

Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : This strategy corresponds to the second group of metacognitive strategies presented by ^[58]Oxford (1990) : arranging and planning one’s learning . This implies setting students’ own aims for language learning. Oxford suggests keeping track of these objectives in a journal, along with deadlines for accomplishing them and an indication as to whether those deadlines were met. This strategy worked for the current research context because participants were the ones who decided the extent to which they wanted to incorporate suprasegmental features to their oral speech. This decision depended on students’ long-term goals such as using English to interact with native or non-native speakers, to learn English for specific purposes, or for reading or writing exclusively, as in some academic contexts.

2
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : Instruction on metacognitive strategies took about an hour every day and followed the steps suggested by ^[69]Chamot, Barnhardt, El-Dinary, and Robbins (1999) which include: preparation, presentation, practice, evaluation, and expansion . These steps helped the researcher incorporate the strategies smoothly in the class dynamics and facilitated students’ integration of strategies in their own learning process.

3
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : The open coding stage revealed several codes related to learning. The students’ learning logs and the teacher’s field notes evidenced common codes in regard to this dimension. First, the learning logs contained comments related to the learners’ understanding of how to deal with the metacognitive strategies studied: goal setting and overviewing . They also referred to their acknowledgment of the usefulness of such strategies to complete the assigned tasks. Furthermore, the training on these metacognitive strategies helped them give steps towards self-regulation because they seemed to be aware of their difficulties and possible ways to improve. Their learning logs reveal such a kind of awareness:

4
paper CO_ColombianAppliedLinguisticsJournaltxt179 - : The design of this manual helped teachers become more aware of their own teaching and also helped them understand their beliefs and practice in teaching reading in a foreign language. In fact, teachers realized that reading has to do with cognitive strategies (exercises that help readers understand the text), metacognitive strategies (awareness of the use of the strategy: scanning ), and linguistic knowledge (grammar corner). Another important aspect was assessment. Teachers are now aware of including both formative and summative practices when designing material. The sample of a reading strategy given above could be seen as part of their awareness and agreement toward teaching reading as a foreign language. However, this reading strategy designed for reading comprehension I at Sección Servicios (Escuela de Idiomas Universidad de Antioquia) should be seen as another option or tool for teachers as Universidad de Antioquia has the concept of "Cátedra Libre" and teachers cannot be forced to

5
paper CO_Íkalatxt74 - : Three main characteristics differentiated the two readers' use of cognitive and metacognitive strategies for comprehension: The number of strategies evoked, the frequency of their use, and the reader's effectiveness in application of the strategy . [31]Table 1 shows the total number of strategies used by each participant, the total number of instances of strategy use, and the percentage of effective strategy use. [32]Tables 2 and [33]3 show in detail the individual strategies used by each participant, the number of times that each strategy was used effectively or ineffectively, and the percentage of effective use for each strategy.

6
paper CO_Íkalatxt72 - : According to Carrell, Gajdusek and Wise (1998), examples of specific metacognitive strategies in reading may include: a ) establishing objectives in reading, b) evaluating reading materials, c) repairing miscomprehension, d) evaluating the ongoing understanding of the text, e) analyzing the text and paragraph structure to clarify the author's intention, f) adjusting reading speed and selective cognitive strategies accordingly, and g) engaging in self questioning to determine if the objectives have been reached. Thus, reading is a metacognitive, as well as a cognitive process. While cognitive strategies refer to deliberate actions that readers take in their efforts to understand texts, metacognitive strategies emphasize the monitoring and regulative mechanisms that readers consciously use to enhance comprehension.

Evaluando al candidato metacognitive strategies:

1) reading: 12 (*)
2) strategy: 8 (*)
3) teachers: 5
4) readers: 4 (*)
6) helped: 4
8) learning: 4
10) logs: 3
11) aware: 3
12) teaching: 3 (*)
13) steps: 3
16) objectives: 3
17) awareness: 3 (*)
18) learning.: 3

metacognitive strategies
Lengua: eng
Frec: 178
Docs: 38
Nombre propio: / 178 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.811 = (5 + (1+5.88264304936184) / (1+7.48381577726426)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

metacognitive strategies

: 20. McTavish, M. (2008). ''what were you thinking?'' The use of metacognitive strategies during engagement with reading narrative and informational genres. Canadian Journal of Education, 31(2), 405-431.
: 27. Yin, W. M. & Agnes, C. S. C. (2001). Knowledge and use of metacognitive strategies. Retrieved January 12, 2009, from [65]http://www.aare.edu.au/01pap/won01419.htm
: Abidin, M. J. Z., & Riswanto, R. (2012). Collaborative Strategic Reading (CSR) within cognitive and metacognitive strategies perspectives. European Journal of Business and Management, 4(1), 61-69.
: Citation/ Para citar este Artículo: Peñuela, D. (2018). Using Metacognitive Strategies to Raise Awareness of Stress and Intonation in EFL. Colomb. appl. linguist. j., 20(1), pp. 91-104.
: Diaz, I. (2015). Training in metacognitive strategies for students’ vocabulary improvement by using learning journals. PROFILE: Issues in Teachers’ Professional Development, 17(1), 87-102. [93]https://doi.org/10.15446/profile.v17n1.41632
: Hauck, M. 2005. "Metacognitive knowledge, metacognitive strategies and CALL". En J. Egbert y G. Petrie (Eds.). CALL research perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 65-86.
: Khezrlou, S. (2012). The relationship between cognitive and metacognitive strategies, age, and level of education. The Reading Matrix, 12(1).
: Korotaeva, I. V. (2014). Metacognitive strategies in reading comprehension of majors in education and psychology. Psychology in Russia: State of the Art, 7(2), 39-47. doi: 10.11621/pir.2014.0204
: Mizuki, P. (2003). Metacognitive strategies, reflection, and autonomy in the classroom. In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 143-156). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.
: Shokrzade, H. (2010). The impact of using metacognitive strategies on Iranian EFL learner’s reading comprehension. Unpublished master’s thesis, Islamic Azad University of Tehran, North branch, Iran.
: This sequence meant approaching the texts from thematic progression to global organisation, reaching a certain degree of comprehension through instruction in comprehension strategies before teaching the metacognitive strategies (Sánchez, 1993b).
: Yang, C. 2009. "A study of metacognitive strategies employed by English listeners", en International Education Studies 2, 4, pp. 134-139.
: Çubukçu, F. (2008). How To Enhance Reading Comprehension Through Metacognitive Strategies. The Journal Of International Social Research, 1(2), 83-93.