Starting with a critical review of the various theoretical approaches in the area of metacognition, this book explores in detail a socio-cultural approach, examining the origin, function and cognitive status of metalinguistic awareness. By elaborating and refining the analysis of writers such as Vygotsky in the light of new developments in relevant fields, the author also seeks to outline a model which can be applied to the pedagogic process. The book will be of interest to students and scholars of children’s language development, applied linguistics and cognitive psychology, as well as to teachers of foreign languages at all levels.
Acknowledgements I would like to thank, first and foremost, Lev Semenovich Vygotsky whose work has been an ongoing source of inspiration for me; my former tutor Alan Hornsey who, with his typical modesty, was probably unaware of how much he had inf luenced my thinking; my colleagues David Harris, Verna Brandford and Steve Ager who never ceased to be encouraging; and my wife and daughter for their patience, support and ongoing sense of curiosity. — Tony Roberts, 1999
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