THE DEVELOPMENT OF METACOGNITIVE COMPETENCES IN THE TEACHING AND LEARNING OF FOREIGN LANGUAGES - ENHANCEMENT
| Title | ΑΝΑΠΤΥΞΗ ΜΕΤΑΓΝΩΣΤΙΚΩΝ ΔΕΞΙΟΤΗΤΩΝ ΣΤΟ ΜΑΘΗΜΑ ΤΗΣ ΞΕΝΗΣ ΓΛΩΣΣΑΣ - ΕΜΒΑΘΥΝΣΗ / THE DEVELOPMENT OF METACOGNITIVE COMPETENCES IN THE TEACHING AND LEARNING OF FOREIGN LANGUAGES - ENHANCEMENT |
| Title in German | Entwicklung metakognitiver Kompetenzen im Fremdsprachenunterricht |
| Code | ΑΚ0221-ΕΜ |
| Faculty | Philosophy |
| School | German Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600014144 |
Programme of Study: PPS Tmīmatos Germanikīs Glṓssas kai Filologías (2020-sīmera)
Registered students: 36
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | EPILEGOMENA EIDIKEUSĪS | Winter/Spring | - | 3 |
| Academic Year | 2020 – 2021 |
| Class Period | Winter |
| Faculty Instructors | |
| Class ID | 600168252
|
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600168252
- At the Website of the School:
- eLearning (Moodle):
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
- ΑΚ0221 THE DEVELOPMENT OF METACOGNITIVE COMPETENCES IN THE TEACHING AND LEARNING OF FOREIGN LANGUAGES
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
• they will be able to make presentations using various means and presentation techniques
• wright a scientific paper
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 autonomously
- 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)
This course is an extension of the mandatory course under the same title and code name and can be only chosen along with it.
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 lesson. Studies have shown that learning improves (cf Scruggs et al. 1985) 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).
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 (max. 30 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.
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 and submit a paper.
Keywords
metacognitive strategies, linguistic awareness, self-regulation, metacognitive models, questionnaires, case study
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
- 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
- Use of ICT in Student Assessment
Description
During lectures, we use new information and communication technologies (ICT), such as the pc for the projection of slides, videos etc., and the interactive whiteboard.
Additionally, the elearning (Moodle) platform is used for the following:
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
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Reading Assigment | 30 | 1.2 | ✓ | ||
| Internship | 15 | 0.6 | ✓ | ||
| Written assigments | 30 | 1.2 | ✓ | ||
| Total | 75 | 3 |
Student Assessment
Description
This course is an extension of the mandatory course under the same title and code name and can be only chosen along with it. A minimum grade of 5 must be achieved in every part.
The following count in the final grade (1/2 each)
• presentation of an issue of the theory at the seminar
• written essay on this issue at the end of the semester
To achieve 5 is obligatory at each part.
Student Assessment methods
- Written Assignment (Summative)
- Performance / Staging (Formative, Summative)
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
19-10-2020
