The Role Of College Foreign Language Teacher Metacognitive Ability In The Process Of Teacher Development

The Role of College Foreign Language Teacher Metacognitive Ability in the Process of Teacher DevelopmentSince the concept of "metacognition" was put forward by American cognitive psychologist Flavell in the 1970s, greater attention has been drawn to the research on it. As the further research deepen gradually. The concept of "teacher metacognition" begins to have an effect on the field of linguistics and foreign language teaching. However, with the development of foreign language teaching. "Teacher Development", as a current educational approach, aiming at exploring and researching on how foreign language teachers develop their self growth profession ally and psychologically. From the perspective of metacognition. the combination has been indicated by means of teacher's thinking and beliefs accompanied with teaching before, during and after the whole process. Therefore, it is practical to investigate the status quo of college foreign language teacher's metacopitive abilities in teacher development. It is necessary to explore the correlation between teacher metacognition and teacher development. More importantleshould be aware of the truth how to improve and accelerate teacher development by means of teacher metacognition.Besides introduction and conclusion, the main body of the thesis is consisted of three chapters. Chapter One dwells on theoretical framework, including research background, the significance of the research questions, research methodology and organization of the thesis. It is the breakthrough point of the study and clarifies the necessary of the study.Chapter Two serves as a theoretical base of this study. The author reviews the literature and teacher development. The origin, development and basic definitions and theories of teacher metacognition and teacher development and relevant research home and abroad are introduced. At the same time, inter-relationship between the two concepts is also explored.Chapter Three, research Question, subject selection, research instruments. procedures designing and data collection are foreign language teacher's metacognitive abilities, the correlation between teacher metacognition and teacher development and how to improve and accelerate teacher development by means of teacher metacognition. the author employs literature analysis, questionnaire as well as statistical analysis.Chapter Four is findings and analysis. Data analysis indicates the most college foreign language teachers' metacognitive abilities are at a medium and almost high level. From the data analysis of the questionnaire the author finds that the teacher's metacognition does affect the teacher development. Rather, the author proves that the improvement of teacher's metacognitive abilities accelerate teacher development in academics, practice and psychology.Chapter Five is the conclusion of the whole thesis. This conclusion part analyzes the major findings, the implications and limitations of the study wonder the status quo and offer the directions for future research in this field.