Metacognitive knowledge, the stepping stone towards learner autonomy in Chinese College English teaching

Abstract

In recent years there is a consensus in Chinese College English teaching that learning strategies are an integral part of fostering learner autonomy while there is also a debate about the effectiveness of learning strategies training in both Chinese and UK contexts. By analyzing the problems remaining in the language learning strategy instruction in general and those in fostering learner autonomy in Chinese higher education in particular, the paper points out that many of the problems have much to do with metacognitive knowledge, which is more important than learning strategies and it is to be enhanced as the shared base of both fields as well as the stepping stone to learner autonomy in Chinese College English teaching. Some suggestions on enhancing metacognitive knowledge are then provided. As there are more Chinese students going abroad for undergraduate study, and the Chinese College English teaching has significant influence on these students' learning orientation, this paper may help in the preparation of Chinese students for overseas study.