ESL LEARNERS’ COGNITIVE AND METACOGNITIVE VOCABULARY STRATEGIES

Authors

  • Ra’noxon Akmalovna Xodjiyeva Uzbekistan state World language University, senior teacher
  • Arofat Shamsiddinovna Abdugaffarova Master’s degree, Uzbekistan state World language University

Keywords:

cognitive, metacognitive, strategy, vocabulary learning.

Abstract

Vocabulary strategies are useful in learning and teaching. There are different strategies that can be used in learning and teaching lexis. However cognitive and metacognitive vocabulary learning strategies are important because they promote a deeper level of learning and understanding of the language being studied. By using self-regulated learning strategies, such as metacognitive techniques, learners can become active in the learning process, instead of passively absorbing language words and structures.

References

Gu, P. Y. (2005). Vocabulary learning strategies in the Chinese EFL context: Teaching and Learning Series. Singapore: Marshall Cavendish International

Gu, Y. Q., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning.

Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A praise of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-268).

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Newbury House.

O‘Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.

Downloads

Published

2023-03-15

How to Cite

Xodjiyeva , R. A., & Abdugaffarova, A. S. (2023). ESL LEARNERS’ COGNITIVE AND METACOGNITIVE VOCABULARY STRATEGIES. Innovative Development in Educational Activities, 2(5), 70–74. Retrieved from https://openidea.uz/index.php/idea/article/view/794