Anderson, N. J. (2002), The role of metacognition in second language teaclıing and leaming. ERIC Digest EDO. Washington, OC: ERIC Clearinghouse on Languages and Linguistics,
Benson, P., & Lor, W. (1999), Concepts oflanguage and language learning, System, 27(4), 459-472.
Brown, A. L (1987). Metacognition, executiye control, self-regulation and other more mysterious mechanisms, In F, E. Weinert & R, H, Kluwe (Eds.), Metacognition, motivation, and understanding (pp, 65-116), Hillsdale. NJ: Lawrence Erlbaum Associates.
Cotterall, S. (1999), Key variables in language learning: What do Jearners believe about them? System, 27 (4).493-513,
Flavell. J. H. (1979), Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10),906-911.
Freeman, D, (2001). Second language teacher education. In R, Carter & D. Nunan (Eds.), The Cambridge guide to teaclıing English to speakers ol other languages (pp. 72-79). Cambridge: Cambridge University Press.
Freeman, D" & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417,
Horwitz, E, K, (1987). Surveying student beliefs about language Jearning. In A. Wenden & J, Rubin (Eds,), Leamer strategies in language leaming (pp. 119-129). London: Prentice HalL.
Horwitz, E, K, (1999). Cultural and situational intluences on foreign language learners' beliefs about language learning: A review of BALLI studies. System, 27(4), 557-576.
Joseph, N. L (2003). Metacognitive awareness: Investigating theory and practice. Academic Exchange Quarterly, Winter2003, ]51-156.
Koriat, A., & Shitzer-Reichert, R. (2002), Metacognitive judgements and their accuracy. In P. Chambres, M. Izaute, & P-J. Marescaux (Eds.), Metacognition: Process, function and use (pp. 1-17), Boston, MA: Kluwer Academic Publishers.
Lightbown, P, M.. & Spada, N. (2003). How language.ı' are leamed. Oxford: Oxford University Press.
Livingston, J. A. (1997). Metacognition: An overview. State University of New York at Buffalo [Electronic version]. Retrieved from http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm.
Maki, R. H.. & McGuire, M. J. (2002). Metacognition for text: Findings and implications for education. In T. J. Perfect and B. L Schwartz (Eds.), Applied metacognition (pp. 39-67). Cambridge: Cambridge University Press.
Niemi, H. (2002). Active learning - a cultural change needed in teacher education and schools. Teaching and Teaclıer Edueation, 18(7), 763-780.
Oxford, R. (1990). Language leaming strategies: What every teaeher should know. Boston, MA: Heinle & Heinle.
Pajares. F. (1993). Preservice teachers' beliefs: A focus for teacher education. Actian in Teaelıer Edueation, 15 (2),45-54.
Schwartz, B. L, & Perfect, T. 1. (2002). Introduction: Towards an applied metacognition. In T. J. Perfect and B. L Schwartz (Eds.), Applied metaeognition (pp. ]-11). Cambridge: Cambridge University Press.
Victori, M. (2004). Elieiting and fostering leamers' metaeognitive knowledge about language leaming in self-direeted leaming programs: A review of data eolleetion methods and procedures. Barcelona: Autonomous University of Bareelona.
Victori, M. & Lockhart, W. (1995). Enhancing metacognition in seJf-directed language learning. System. 23 (2),223-234.
Wenden, A. L (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language Leaming, 37 (4),573-598.
Wenden, A. L (1991). Leamer strategies for leamer autonomy. London: Prentice HalL.
Wenden. A. L (1998). Metacognitive knowledge and language learning. Applied Linguistics, ] 9 (4), 5] 5-537.
Wenden, A. L (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27(4), 435-441.
White, C. (1999). Expectations and emergent beliefs of self-instructed language learners. System, 27(4), 443-457.
Year 2005,
Volume: 29 Issue: 29, 147 - 156, 01.06.2005
Anderson, N. J. (2002), The role of metacognition in second language teaclıing and leaming. ERIC Digest EDO. Washington, OC: ERIC Clearinghouse on Languages and Linguistics,
Benson, P., & Lor, W. (1999), Concepts oflanguage and language learning, System, 27(4), 459-472.
Brown, A. L (1987). Metacognition, executiye control, self-regulation and other more mysterious mechanisms, In F, E. Weinert & R, H, Kluwe (Eds.), Metacognition, motivation, and understanding (pp, 65-116), Hillsdale. NJ: Lawrence Erlbaum Associates.
Cotterall, S. (1999), Key variables in language learning: What do Jearners believe about them? System, 27 (4).493-513,
Flavell. J. H. (1979), Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10),906-911.
Freeman, D, (2001). Second language teacher education. In R, Carter & D. Nunan (Eds.), The Cambridge guide to teaclıing English to speakers ol other languages (pp. 72-79). Cambridge: Cambridge University Press.
Freeman, D" & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417,
Horwitz, E, K, (1987). Surveying student beliefs about language Jearning. In A. Wenden & J, Rubin (Eds,), Leamer strategies in language leaming (pp. 119-129). London: Prentice HalL.
Horwitz, E, K, (1999). Cultural and situational intluences on foreign language learners' beliefs about language learning: A review of BALLI studies. System, 27(4), 557-576.
Joseph, N. L (2003). Metacognitive awareness: Investigating theory and practice. Academic Exchange Quarterly, Winter2003, ]51-156.
Koriat, A., & Shitzer-Reichert, R. (2002), Metacognitive judgements and their accuracy. In P. Chambres, M. Izaute, & P-J. Marescaux (Eds.), Metacognition: Process, function and use (pp. 1-17), Boston, MA: Kluwer Academic Publishers.
Lightbown, P, M.. & Spada, N. (2003). How language.ı' are leamed. Oxford: Oxford University Press.
Livingston, J. A. (1997). Metacognition: An overview. State University of New York at Buffalo [Electronic version]. Retrieved from http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm.
Maki, R. H.. & McGuire, M. J. (2002). Metacognition for text: Findings and implications for education. In T. J. Perfect and B. L Schwartz (Eds.), Applied metacognition (pp. 39-67). Cambridge: Cambridge University Press.
Niemi, H. (2002). Active learning - a cultural change needed in teacher education and schools. Teaching and Teaclıer Edueation, 18(7), 763-780.
Oxford, R. (1990). Language leaming strategies: What every teaeher should know. Boston, MA: Heinle & Heinle.
Pajares. F. (1993). Preservice teachers' beliefs: A focus for teacher education. Actian in Teaelıer Edueation, 15 (2),45-54.
Schwartz, B. L, & Perfect, T. 1. (2002). Introduction: Towards an applied metacognition. In T. J. Perfect and B. L Schwartz (Eds.), Applied metaeognition (pp. ]-11). Cambridge: Cambridge University Press.
Victori, M. (2004). Elieiting and fostering leamers' metaeognitive knowledge about language leaming in self-direeted leaming programs: A review of data eolleetion methods and procedures. Barcelona: Autonomous University of Bareelona.
Victori, M. & Lockhart, W. (1995). Enhancing metacognition in seJf-directed language learning. System. 23 (2),223-234.
Wenden, A. L (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language Leaming, 37 (4),573-598.
Wenden, A. L (1991). Leamer strategies for leamer autonomy. London: Prentice HalL.
Wenden. A. L (1998). Metacognitive knowledge and language learning. Applied Linguistics, ] 9 (4), 5] 5-537.
Wenden, A. L (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27(4), 435-441.
White, C. (1999). Expectations and emergent beliefs of self-instructed language learners. System, 27(4), 443-457.