Abstract:
Against a background where language learning/learner strategy (LLS) research was criticized, we would like to bring to the fore a key concept, metacognition, which has not been fully understood in the way that criticisms were levelled against LLS research. We argue that despite the justification for some points, such criticisms are not based on a complete understanding of the theoretical foundations of LLS research, nor on what metacognition entails, especially when these two constructs are related to both the cognitive and sociocultural domains of learning. Exactly because metacognition is undergirded by both cognitive and sociocultural underpinnings, it cannot be treated purely as a cognitive enterprise; instead, it should be conceptualized as a set of complex dynamic systems. We argue that some of the criticisms of LLS research are problematic because of the critics’ limited understanding of LLS research. These critics have not pointed out close relationships between LLS research and metacognition. To disperse the confusion caused by such criticisms and to advance the field, we elaborate on a dynamic metacognitive systems perspective on second and foreign language learning, teaching and research. We maintain that thinking metacognitively about metacognition with dual or multiple perspectives is necessary. Doing so will enable us to see the contribution of the dynamic metacognitive systems perspective to enhancing our understanding of second and foreign learning, teaching, and research.
