Metacognitive awareness and attitudes in language teaching

Supardi,S.Ag,.M.A., (2023) Metacognitive awareness and attitudes in language teaching. UNSPECIFIED.

	Text Supardi _Metacognitive Awareness and Attitudes.pdf Download (2MB)
	Text Supardi _Metacognitive Awareness and Attitudes.pdf Download (2MB)

Abstract

This book draws upon the research done by me and Noor Malihah, Ph.D. on metacognitive awareness and attitudes in foreign language teaching which explores metacognitive awareness and attitudes on language teaching from theoretical perspective as well as its application on language teaching especially English and English as the cases in point. This book is divided into six following chapters. Chapter One ‘Introduction’ provides general picture of metacognitive awareness and attitudes in Language Teaching comprising their goals and significance in language teaching and some researches deal with metacognitive in language teaching; Chapter Two ‘Metacognitive Awareness and Language Teaching’ discusses definition of metacognitive awareness, its constituent elements, its relationship to other concepts, its determination, and its challenges in assessing metacognition. Chapter Three ‘Attitudes in Languages Teaching’ deals with its basic components, its relation with the language teaching, and positive attitudes in language teaching. Chapters Four ‘Metacognitive awareness in teaching foreign languages’ discusses metacognitive measurement and analyzing metacognitive awareness in foreign language teaching especially Arabic and English as the cases in point. Chapter Five ‘Measuring Teacher’s Attitudes Toward Language Teaching’ discusses how to measure attitudes and its application of attitudes on Arabic and English language teaching in Central Java Indonesia as a case in point. Chapter Six ‘Closure’ comprises concluding remark of the book and limitation within this book. We would like to thank to Research and Community Service Units of State Institute for Islamic studies, IAIN Salatiga who enable us to do the research which was the base of this book. We are also much indebted to Arabic and English lecturers who have helped us during the research. We are greatly indebted to Noor Malihah, Ph.D for accompanying the research and critical and meticulous reading of the draft. This book reveals that teaching a language is not merely transferring knowledge and skills of the language, but also involves metacognitive awareness and attitudes both of teachers and students which absolutely influences the language teaching achievements. This book will explore this phenomenon more deeply. Have a nice reading! S.P.D.

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