Abstract
Self-monitoring is a process we use to direct attention to enhance metacognitive awareness of some aspect of our cognitive and behavioral functioning. To study the metacognitive effects of self-monitoring in conjunction with behavioral and motivational influences during learning, researchers have developed models of self-regulation, and this chapter describes a social-cognitive version and its application to speech in second language and second dialect learning. We discuss several key problems in self-directed efforts to learn a second language or dialect and describe the results of an experimental investigation indicating that discrimination training significantly enhances the effects of self-monitoring on the learning of a second language or dialect. A comparison between traditional language laboratory and a self-regulated language learning laboratory is also included.
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Ellis, D., Zimmerman, B.J. (2001). Enhancing Self-Monitoring during Self-Regulated Learning of Speech. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_10
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DOI: https://doi.org/10.1007/978-94-017-2243-8_10
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