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Article: Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas

TitleLearner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas
Authors
KeywordsLinguistics education
Teaching methods and curriculum
Issue Date2006
PublisherSage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.com
Citation
Language Teaching Research, 2006, v. 10 n. 1, p. 95-117 How to Cite?
AbstractThis paper examines how and why learner resistance (to the teacher's goals and expectations) occurred in a metacognition-training (MT) project, which aimed to enhance reflection and autonomy in EFL learning. MT was integrated into a regular EFL reading course for second-year BA TEFL undergraduates at a Chinese university. Learner resistance in the MT project was manifested partly through mismatches between the goals and expectations on the part of the teacher and the students. After suggesting initial reasons for learner resistance, the paper explores more complex explanations. That is, at a more macro level, institutional pressures and societal expectations arising from an influential national test (TEM-4) gave rise to an examination culture; at a more micro level, these controlling pressures and expectations were realized by the pragmatic product-oriented approach in the EFL classroom and by students' positioning as examination learners. These might help explain why learner resistance occurred in the MT project. The paper notes in the end that learner resistance is also a matter of tensions and conflicts in learner and teacher agendas, and in learners' short-term and long-term priorities in learning. Based on this, implications for EFL teaching and learning are explored
Persistent Identifierhttp://hdl.handle.net/10722/48691
ISSN
2015 Impact Factor: 1.444
2015 SCImago Journal Rankings: 1.396

 

DC FieldValueLanguage
dc.contributor.authorHuang, Jen_HK
dc.date.accessioned2008-05-22T04:21:31Z-
dc.date.available2008-05-22T04:21:31Z-
dc.date.issued2006en_HK
dc.identifier.citationLanguage Teaching Research, 2006, v. 10 n. 1, p. 95-117en_HK
dc.identifier.issn1362-1688en_HK
dc.identifier.urihttp://hdl.handle.net/10722/48691-
dc.description.abstractThis paper examines how and why learner resistance (to the teacher's goals and expectations) occurred in a metacognition-training (MT) project, which aimed to enhance reflection and autonomy in EFL learning. MT was integrated into a regular EFL reading course for second-year BA TEFL undergraduates at a Chinese university. Learner resistance in the MT project was manifested partly through mismatches between the goals and expectations on the part of the teacher and the students. After suggesting initial reasons for learner resistance, the paper explores more complex explanations. That is, at a more macro level, institutional pressures and societal expectations arising from an influential national test (TEM-4) gave rise to an examination culture; at a more micro level, these controlling pressures and expectations were realized by the pragmatic product-oriented approach in the EFL classroom and by students' positioning as examination learners. These might help explain why learner resistance occurred in the MT project. The paper notes in the end that learner resistance is also a matter of tensions and conflicts in learner and teacher agendas, and in learners' short-term and long-term priorities in learning. Based on this, implications for EFL teaching and learning are exploreden_HK
dc.format.extent98259 bytes-
dc.format.extent105939 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/pdf-
dc.languageengen_HK
dc.publisherSage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.comen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsLanguage Teaching Research. Copyright © Sage Publications Ltd.en_HK
dc.subjectLinguistics educationen_HK
dc.subjectTeaching methods and curriculumen_HK
dc.titleLearner resistance in metacognition training? An exploration of mismatches between learner and teacher agendasen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1362-1688&volume=10&issue=1&spage=95&epage=117&date=2006&atitle=Learner+resistance+in+metacognition+training?+An+exploration+of+mismatches+between+learner+and+teacher+agendasen_HK
dc.identifier.emailHuang, J: peterjh@hkusua.hku.hken_HK
dc.description.naturepostprinten_HK
dc.identifier.hkuros121302-

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