Fremdsprachenlernen zwischen Metakognitionen und Emotionen

Krzysztof Nerlicki

doi:10.18778/2196-8403.2014.11

Authors

Krzysztof Nerlicki

DOI:

https://doi.org/10.18778/2196-8403.2014.11

Keywords:

cognition, emotions, subjective views, German language acquisition

Abstract

Metacognition is often defined as „cognition about cognition“. The article focuses on the role of metacognitive processes in learning and using foreign languages. In the centre of attention are learners’ beliefs about language learning and beliefs about self as language learner. After a presentation of theoretical background and methodological issues in the investigation of learner beliefs, we present the structure of beliefs about speaking and emotions accompanying this skill. The qualitative data were collecting from students of German Studies in Poland. The students evaluate their successes and failures, changes in the beliefs, and emotional reactions. In our view learners need to be provided opportunities for reflective activities about their learning and emotions during second language acquisition.

References

ANDERSON, NEIL J. (2002): The Role of Metacognition in Second Language Teaching and Learning. In: Online ERIC Reproduction Document Service Nr. ED 463659: http://files.eric.ed.gov/fulltext/ED463659.pdf (16.05.2014).
Google Scholar

ARAGÂO, RODRIGO (2011): Beliefs and Emotions in Foreign Language Learning. In: System 39:302-313.
Google Scholar DOI: https://doi.org/10.1016/j.system.2011.07.003

BARCELOS, ANNA M.F. (2003): Researching Beliefs about SLA: A Critical Review. In: KALAJA, PAULA / BARCELOS, ANNA M.F. (eds.): Beliefs about SLA. New Research Approaches. New York, 7-33.
Google Scholar DOI: https://doi.org/10.1007/978-1-4020-4751-0_1

BARCELOS, ANNA M.F. / KALAJA, PAULA (2011): Introduction to Beliefs about SLA Revisited. In: System 39:281-289.
Google Scholar DOI: https://doi.org/10.1016/j.system.2011.07.001

BENSON, PHIL / LOR, WINNIE (1999): Conceptions of Language and Language Learning. In: System 27:459-472.
Google Scholar DOI: https://doi.org/10.1016/S0346-251X(99)00045-7

BOWLES, MELISSA (2013): Awareness. In: ROBINSON, PETER (ed.): The Routledge Encyclopedia of Second Language Acquisition. London/New York, 60-63.
Google Scholar

BROWN, ANN L. (1978): Knowing When, Where, and How to Remember: A Problem of Metacognition. In: GLASER, ROBERT (ed.): Advances in Instructional Psychology. Hillsdale, 77-165.
Google Scholar

BROWN, ANN L. (1984): Metakognition, Handlungskontrolle, Selbststeuerung und andere, noch geheimnisvollere Mechanismen. In: WEINERT, FRANZ E. / KLUWE, RAINER (eds.): Metakognition, Motivation und Lernen. Stuttgart, 60-109.
Google Scholar

CHAN, WAI M. (2000): Metakognition und der DaF-Unterricht für asiatische Lerner. Möglichkeiten und Grenzen. Münster.
Google Scholar

EWALD, JENNIFER D. (2007): Foreign Language Learning Anxiety in Upper-Level Classes. Involving Students as Researchers. In: Foreign Language Annals 40: 122-142.
Google Scholar DOI: https://doi.org/10.1111/j.1944-9720.2007.tb02857.x

FLAVELL, JOHN H. (1976): Metacognitive Aspects of Problem-Solving. In: RESNICK, LAUREN B. (ed.): Nature of Intelligence. Hillsdale/N.J., 231-236.
Google Scholar

FLAVELL, JOHN H. (1979): Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. In: American Psychologist 34:906-911.
Google Scholar DOI: https://doi.org/10.1037/0003-066X.34.10.906

FLAVELL, JOHN H. / WELLMAN, HENRY M. (1977): Metamemory. In: KAIL, ROBERT V. / HAGEN, JOHN W. (eds.): Perspectives on the Development of Memory and Cognition. Hillsdale, 3-33.
Google Scholar

GAPIŃSKA, ANNA (2008): Autonomia a percepcja własnej kontroli w procesie uczenia się.[Autonomie und Kontrollüberzeugung im Lernprozess]. In: PAWLAK, MIROSŁAW (ed.): Autonomia w nauce języka obcego – Co osiągnęliśmy i dokąd zmierzamy? Poznań/Kalisz/ Konin, 33-43.
Google Scholar

GRAHAM, SUZANNE J. (2003): Learners’ Metacognitive Beliefs. A Modern Foreign Languages Case Study. In: Research in Education 70:9-20.
Google Scholar DOI: https://doi.org/10.7227/RIE.70.2

HASSELHORN, MARCUS (1992): Metakognition und Lernen. In: NOLD, GERD (ed.): Lernbedingungen und Lernstrategien. Tübingen, 35-63.
Google Scholar

HORWITZ, ELLAINE K. (1985): Using Students’ Beliefs about Language Learning and Teaching in the Foreign Language Methods Course. In: Foreign Language Annals 18:333-340.
Google Scholar DOI: https://doi.org/10.1111/j.1944-9720.1985.tb01811.x

KALAJA, PAULA (2003): Research on Student’s Beliefs about SLA within a Discursive Approach. In: KALAJA, PAULA / BARCELOS, ANNA M.F. (eds.), Beliefs about SLA. New Research Approaches. New York, 87-108.
Google Scholar DOI: https://doi.org/10.1007/978-1-4020-4751-0_4

KALLENBACH, CHRISTIANE (1996): Subjektive Theorien. Was Schüler und Schülerinnen über Fremdsprachenlernen denken. Tübingen.
Google Scholar

KNAPP-POTTHOFF, ANNELIE (1997): Sprach(lern)bewußtheit im Kontext. In: Fremdsprachen Lehren und Lernen 26:9-23.
Google Scholar

KÖNIGS, FRANK G. (2010): Zweitsprachenerwerb und Fremdsprachenlernen: Begriffe und Konzepte. In: KRUMM / FANDRYCH / HUFEISEN / RIEMER, 754-764.
Google Scholar

KRUMM, HANS-JÜRGEN / FANDRYCH, CHRISTIAN / HUFEISEN, BRITTA / RIEMER, CLAUDIA (eds.) (2010): Deutsch als Fremd- als und Zweitsprache. Ein internationales Handbuch. Bd. 1. Berlin/New York (=Handbücher zur Sprach- und Kommunikationswissenschaft 35.1).
Google Scholar DOI: https://doi.org/10.1515/9783110240245

KUNTZ, PATRICIA S. (1996): Beliefs about Language Learning: The Horwitz Model. In: Online ERIC Reproduction Document Service Nr. ED 397649: http://files.eric.ed.gov/fulltext/ED397649.pdf (16.05.2014).
Google Scholar

LIM, HYE-YEON (2004): Effects of Task Values, Attributions, and Cultural Constructs on Foreign Language Use Anxiety among International Teaching Assistants. Austin (unveröffentlichte Dissertation).
Google Scholar

MACINTYRE, PETER D. (1995): How does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow. In: The Modern Language Journal 79:90-99.
Google Scholar DOI: https://doi.org/10.1111/j.1540-4781.1995.tb05418.x

MERCER, SARAH (2011): The Self as a Complex Dynamic System. In: Studies in Second Language Learning and Teaching 1:57-82.
Google Scholar DOI: https://doi.org/10.14746/ssllt.2011.1.1.4

MORI, YOSHIKO (1999): Epistemological Beliefs and Language Learning Beliefs: What Do Language Learners Believe about Their Learning? In: Language Learning 49:377-415.
Google Scholar DOI: https://doi.org/10.1111/0023-8333.00094

NEISSER, ULRIC (1967): Cognitive Psychology. New York.
Google Scholar

NERLICKI, KRZYSZTOF (2011): Lernerreflexionen im Blickpunkt. Polnische Germanistikstudenten über ihre fremdsprachlichen Lern- und Kommunikationserfahrungen. Hamburg (=Lingua. Fremdsprachenunterricht in Forschung und Praxis 17).
Google Scholar

NERLICKI, KRZYSZTOF / RIEMER, CLAUDIA (2012): Sprachverwendungsangst im interkulturellen Vergleich – auf der Suche nach ihren universellen und lernkontextspezifischen Ursachen. In: Deutsch als Fremdsprache 49:88-98.
Google Scholar DOI: https://doi.org/10.37307/j.2198-2430.2012.02.04

OGASA, NICOLE (2011): Gefühle und Lernen im Fremdsprachenunterricht. Der Einfluss von Gefühlen auf das Lernen. Frankfurt (M.)/Berlin/Bern u. a. (=Inquiries in Language Learning. Forschungen zu Psycholinguistik und Fremdsprachendidaktik 4).
Google Scholar

ORTONY, ANDREW / CLORE, GERALD L. / COLLINS, ALLAN (1988): The Cognitive Structure of Emotions. Cambridge.
Google Scholar DOI: https://doi.org/10.1017/CBO9780511571299

PEKRUN, REINHARD (1992): Expectancy-Value Theory of Anxiety. Overview and implications. In: FORGAYS, DONALD G. / SOSNOWSKI, TYTUS / WRZEŚNIEWSKI, KAZIMIERZ (eds.): Anxiety. Recent Developments in Cognitive, Psychological and Health Research. Washington, D.C., 23-41.
Google Scholar DOI: https://doi.org/10.4324/9781315825199-3

POLAT, BRITTANY (2013): Language Experience Interviews: What Can They Tell Us about Individual Differences? In: System 41:70-83.
Google Scholar DOI: https://doi.org/10.1016/j.system.2013.01.021

RIEMER, CLAUDIA (2004): Zur Relevanz qualitativer Daten in der neueren L2- Motivationsforschung. In: BŐRNER, WOLFGANG / VOGEL, KLAUS (eds.): Emotion und Kognition im Fremdsprachenunterricht. Tübingen, 35-65.
Google Scholar

ROTTER, JULIAN B. (1966): Generalized Expectancies for Internal versus External Control of Reinforcement. In: Psychological Monographs 80:1-28.
Google Scholar DOI: https://doi.org/10.1037/h0092976

RÜCK, NICOLA (2009): Auffassungen vom Fremdsprachenlernen monoligualer und plurilingualer Schülerinnen und Schüler. Kassel.
Google Scholar

SCHMIDT, CLAUDIA (2010): Sprachbewusstheit und Sprachlernbewusstheit. In: KRUMM / FANDRYCH / HUFEISEN / RIEMER, 858-866.
Google Scholar

TALLON, MICHAEL (2009): Foreign Language Anxiety and Heritage Students of Spanish: A Quantitative Study. In: Foreign Language Annals 42:112-137.
Google Scholar DOI: https://doi.org/10.1111/j.1944-9720.2009.01011.x

VICTORI, MIA / LOCKHART, WALTER (1995): Enhancing Metacognition in Self-Directed Language Learning. In: System 23:223-234.
Google Scholar DOI: https://doi.org/10.1016/0346-251X(95)00010-H

WEINER, BERNARD (1979): A Theory of Motivation for Some Classroom Experience. In: Journal of Educational Psychology 71:3-25.
Google Scholar DOI: https://doi.org/10.1037/0022-0663.71.1.3

WENDEN, ANITA L. (1986): What Do Second-Language Learners Know about Their Language Learning? A Second Look at Retrospective Accounts. In: Applied Linguistics 7:186-205.
Google Scholar DOI: https://doi.org/10.1093/applin/7.2.186

WENDEN, ANITA L. (1998): Metacognitive Knowledge and Language Learning. In: Applied Linguistics 19:515-537.
Google Scholar DOI: https://doi.org/10.1093/applin/19.4.515

WENDEN, ANITA L. (1999): An Introduction to Metacognitive Knowledge and Beliefs in Language Learning: Beyond the Basics. In: System 27:435-441.
Google Scholar DOI: https://doi.org/10.1016/S0346-251X(99)00043-3

WILLIAMS, MARION / BURDEN, ROBERT (1999): Students’ Developing Conceptions of Themselves as Language Learners. In: The Modern Language Journal 83:193-201.
Google Scholar DOI: https://doi.org/10.1111/0026-7902.00015

YAN, JACKIE X. / HORWITZ, ELAINE K. (2008): Learners’ Perceptions of how Anxiety interacts with Personal and Instructional Factors to Influence their Achievement in English. A Qualitative Analysis of EFL Learners in China. In: Language Learning 58:151-183.
Google Scholar DOI: https://doi.org/10.1111/j.1467-9922.2007.00437.x

YOUNG, DOLLY JESUSITA (1994): New Directions in Language Anxiety Research. In: KLEE, CAROL (ed.): Faces in a Crowd: The Individual Learner in Multisection Courses. Boston, 3-45.
Google Scholar