Cognition and Metacognition: Understanding the Second Language Learner from Various Perspectives

Abstract

This paper has been situated within the framework of the interface shared by cognition and metacognition. While conventional classroom instruction aims at maximizing the learner’s cognitive skills, this paper argues that if the metacognitive skills go neglected, still higher order potentials remain unnoticed and untapped. Instead of addressing language skills in isolation, the paper proposes to integrate higher order cognitive skills and skills of still higher order such as metacognitive skills, which are rarely taken into serious consideration while planning second language curricula.