THE DEVELOPMENT OF METACOGNITIVE COMPETENCES IN THE TEACHING AND LEARNING OF FOREIGN LANGUAGES

Course Information
TitleΑΝΑΠΤΥΞΗ ΜΕΤΑΓΝΩΣΤΙΚΩΝ ΔΕΞΙΟΤΗΤΩΝ ΣΤΟ ΜΑΘΗΜΑ ΤΗΣ ΞΕΝΗΣ ΓΛΩΣΣΑΣ / THE DEVELOPMENT OF METACOGNITIVE COMPETENCES IN THE TEACHING AND LEARNING OF FOREIGN LANGUAGES
Title in GermanEntwicklung metakognitiver Kompetenzen im Fremdsprachenunterricht
CodeΑΚ0221
FacultyPhilosophy
SchoolGerman Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID600014136

Programme of Study: PPS Tmīmatos Germanikīs Glṓssas kai Filologías (2020-sīmera)

Registered students: 8
OrientationAttendance TypeSemesterYearECTS
KORMOSEPILEGOMENA EIDIKEUSĪSWinter/Spring-6

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Instructors from Other Categories
Weekly Hours3
Class ID
600120773
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • German (Instruction, Examination)
Prerequisites
Required Courses
  • ΓΕΡ101 GERMAN LANGUAGE I
  • ΓΕΡ201 GERMAN LANGUAGE II
  • ΓΕΡ301 GERMAN LANGUAGE III
  • ΓΕΡ401 GERMAN LANGUAGE IV
Learning Outcomes
After the students have successfully completed the course, • they will know the basics of metacognition/the metacognitive strategies and understand their role in the course design • they will have gained experience in case study • they will have become more sensitive to methodological and practical issues that may arise due to the involvement of the researcher • they will have practiced their skills of analyzing and interpreting questionnaires • they will be able to look for the necessary literature in various ways, among which the use of key words in data bases on PCs • they will be able to make instructive comments based on the theory they have been taught as well as the course analysis they have carried out • they will be able to make presentations using various means and presentation techniques
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work in teams
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The main focus of the course is the metacognitive strategies involved in the development of the though and the linguistic awareness in the foreign language (FL) lesson. Following Eukleidi-Costaridou (1997: 298), the use of metacognitive strategies can be translated to a conscious application of cognitive strategies and knowledge assessment criteria, as well as strategies facilitating the self-observation and self-correction to problem solving actions. Teaching metacognitive strategies can bring about spectacular results. Studies have shown that learning improves (cf Scrugs et al.) when such strategies are applied. The students become aware of their abilities and weaknesses, they get involved in the improvement of their cognitive labor and become independent and self-regulated regarding their learning processes (cf Mastrothanasis 2015: 7). Metacognitive skills construct the core of self-regulating and successful lifelong learning. These skills can render the Foreign Language lessons more organized and secure the more efficient learning of other languages as well. The linguistic awareness and the awareness of the personal way of learning lead the students to the investigation of the existing knowledge and skills or their extension to other languages (cf Karagiannidou 2006: 27). After an introduction to the Flavell’s metacognitive model (1979), at the first part of the seminar the goals, the prerequisites and the basic procedures of metacognition will be presented. Moreover, we will attempt a distinction between the concept of learning strategies and the metacognitive strategies. At the second part, the students themselves will experiment with case study of limited extent. Using the questionnaire constructed by Pintrich, Smith, Garcia and ΜcKeachie (1991) as a methodological tool – adjusted to the content of individual school lessons – they will attempt to document the metacognitive strategies used by the school students while they study or do exercises in the classroom. Every single involvement at the cognitive or metacognitive level aiming for an application of various control strategies concerning cognitive processes as well as the person themselves, requires documentation and awareness of the ways in which the person learns (cf Eukleidi-Costaridou 1997: 298). The above mentioned questionnaire takes a record of metacognitive strategies concerning the self-regulation, the time and the environment when/where studying takes place, the regulation of the effort, learning within a team, and the ways of finding help. As a tool for reflection on efficient learning, it will provide with information about the metacognitive strategies and also the motives and the feelings a student has during learning. For the searching and the investigation of the metacognitive strategies, a field research will be conducted (since it will take place at schools, the natural environment for students). Specifically, the analysis and the assessment of the metacognitive strategies the students use in a Foreign Language course will be carried out on the grounds of a detection and record scale, in order that results will be drawn about the use of effective metacognitive strategies in the German lesson as a foreign language. Finally, the students will work in small teams to analyze the questionnaires according to the theory taught at the first part, so that they present the analysis as part of the seminar. Furthermore, thy will sum up their conclusions and make suggestions with respect to the application of the theory and the results to individual domains of the education of the teachers.
Keywords
Metacognitive strategies, self-observation, self-correction, self-regulation, metacognitive models, questionnaires, case study, reflection, awareness
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • questionnaires
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Description
Moodle platform a. announcements for the whole class b. the teacher uploads extra material in conventional or ppt format c. group messages to the individual teams d. uploaded scientific papers to be studied e. instructions with respect to the research f. the teacher receives the projects and returns them with comments before the final hand in g. check for plagiarism
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Seminars391.6
Reading Assigment401.6
Project401.6
Exams311.2
Total1506
Student Assessment
Description
The final grade is a result of the three parameters below (1/3 each). Prerequisite: the student gets at least 5 at each part: • presence and active engagement to the seminar • presentation of their work in teams • written exam at the end of the semester The students, after discussion with the teacher, are given the opportunity to hand in additionally a personal scientific essay that contributes 3 ECTS. In this case, they register also for the respective immersion course.
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
  • Performance / Staging (Formative, Summative)
  • Labortatory Assignment (Formative)
Bibliography
Additional bibliography for study
• Γωνίδα, E. (1994): Παραγωγικός και επαγωγικός διαλογισμός σε διαφορετικά επίπεδα σκέψης: Γνωστικές και μεταγνωστικές διαστάσεις. Διδακτορική διατριβή. Θεσσαλονίκη: Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Φιλοσοφική Σχολή, Τμήμα Ψυχολογίας • Flavell, J. (1979): Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist 34, 906-911 • Καραγιαννίδου, Ευαγγελία (2006): Διδασκαλία και εκμάθηση της Γερμανικής ως δεύτερης ξένης γλώσσας στο Δημοτικό με βάση τη Διδακτική της Πολυγλωσσίας. Σε: Παιδαγωγική Επιθεώρηση 42/2006, 23-41 (και σε https://ojs.lib.uom.gr/index.php/paidagogiki/article/view/6937/6966, τελευταία πρόσβαση 20.12.2016) • Κουτσελίνη, Μ. (1995): Μεταγνώση: Η έννοια και η διδασκαλία της Νέας Παιδείας, 74, 48-56 • Κωσταρίδου-Ευκλείδη, Α. (1997/2011): Ψυχολογία της σκέψης. Πεδίο • Κωσταρίδου-Ευκλείδη, Α. (2005/2011): Μεταγνωστικές διεργασίες και αυτο-ρύθμιση. Αθήνα: Εκδόσεις Πεδίο • Μαστροθανάσης, Κ./Κατσιφή-Χαραλαμπίδου, Σ./Ζουγανέλη, Α. (2015): Παρεμβατικό πρόγραμμα για την ανάπτυξη της μεταγνώσης στο γραπτό λόγο. Οδηγός εκπαιδευτικού και διδακτικό υλικό. Λιβαδειά: Σύγχρονη Έκφραση • Pintrich, P./Smith, D.A.F./Garcia, T. & McKeachie, W.J. (1991): A manual for the use of the Motivated Strategies for Learning Quesionnaire (Technical Report). The Regents of the University of Michigan • Settinieri, J./Demirkaya, S./Feldmeier, A./Nazan, G.-K. & Riemer, C. (2014): Empirische Forschungsmethoden für Deutsch als Fremd- und Zweitsprache: eine Einführung. Paderborn: Schöningh, S. 15-28, 103-121, 123-134 u. 147-163 • Scruggs, T./Mastropieri, M./;Monson, J. & Jorgenson, C. (1985): "Maximizing what gifted students can learn: Recent findings of learning strategy research." Gifted Child Quarterly, 29(4), 181-185 • Trim, John/North, Brian/Coste, Daniel (2001): Gemeinsamer europäischer Referenzrahmen für Sprachen: lehren, lernen, beurteilen. In Zusammenarbeit mit Joseph Sheils. Übersetzung des „Common European Framework of Reference“ von Jürgen Quertz in Zusammenarbeit mit Raimund Schieß und Ulrike Sköries sowie Günther Schneider (Skalen). Berlin, München: Langenscheidt-Klett
Last Update
12-06-2018