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  3. Crossroads. A Journal of English Studies
  4. Crossroads. A Journal of English Studies, 2019, Issue 24

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/8206
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    Pole DCWartośćJęzyk
    dc.contributor.authorKopčíková, Marta-
    dc.date.accessioned2019-08-26T08:30:12Z-
    dc.date.available2019-08-26T08:30:12Z-
    dc.date.issued2019-
    dc.identifier.citationCrossroads. A Journal of English Studies 24 (1/2019), pp. 82-97pl
    dc.identifier.urihttp://hdl.handle.net/11320/8206-
    dc.description.abstractThe paper provides a theoretical analysis of the relationship between metacognition and its subordinate concept metalinguistics. Understanding that language and cognition are inextricably linked, the aim of the paper is to highlight the holistic nature of learning. From this perspective, metalinguistic abilities, such as phonological awareness, word awareness, form awareness, and pragmatic awareness are introduced and suggestions for activities and everyday interactions to facilitate their development are outlined. Furthermore, the paper focuses on explaining the role of metacognition and metalinguistics in particular towards the development of reading skills. Based on the three kinds of metacognitive knowledge, i.e., declarative knowledge, procedural knowledge and conditional knowledge, the paper provides a five-step instruction of a reading comprehension strategy, applicable for both L1 and FL reading development.pl
    dc.description.sponsorshipThis work was supported by the Slovak Research and Development Agency under grant number APVV-15-0273.pl
    dc.language.isoenpl
    dc.publisherThe University of Bialystokpl
    dc.subjectmetacognitionpl
    dc.subjectmetalinguistic knowledgepl
    dc.subjectmetalinguistic awarenesspl
    dc.subjectreading comprehensionpl
    dc.subjectbilingualismpl
    dc.subjectreading in a foreign/second languagepl
    dc.titleMetacognition as a superordinate concept of metalinguistics: The role in developing reading skills in a foreign languagepl
    dc.typeArticlepl
    dc.identifier.doi10.15290/cr.2019.24.1.06-
    dc.description.Emailmarta.kopcikova@unipo.skpl
    dc.description.BiographicalnoteMarta Kopčíková is a lecturer at the Department of Communicative and Literary Education at the Faculty of Education, University of Prešov. She works with pre-service teachers, her main teaching areas being methodology of teaching English to young and very young learners and the development of communicative competences in the English language. She has participated in several research projects focused on the development of metacognitive, cognitive and executive functions of underperforming students. Her main fields of expertise are metacognitive reading strategies and reading competence in the English language.pl
    dc.description.AffiliationUniversity of Prešov, Slovakiapl
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    dc.identifier.eissn2300-6250-
    dc.description.issue24 (1/2019)
    dc.description.firstpage82pl
    dc.description.lastpage97pl
    dc.identifier.citation2Crossroads. A Journal of English Studiespl
    dc.identifier.orcid0000-0002-7069-447X-
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