Metacognitive Knowledge and Language

Dating back to the early 80s, the FL/SL bterature on learner strategies and on self-directed language learning documents an ongoing recognition of the need to help language learners reflect upon and refine their bebefs and knowledge about learning, I e their metacognitive knowledge To date, however, this literature has not been explicit about the function of this knowledge in language learning This article reviews selected theoretical and research literature on metacogmtion to address this lack It argues that insights provided by the review can enhance our understanding of those approaches to second language acquisition which assign an active role to the learner, and concludes witha consideration of practical impbcations for foreign and second language instructio