Professor Zhang Jun from the University of Auckland Vvisiting and lecturing at the College
In the afternoon of October 22th, 2015, at the invitation of College English Department, Professor ZHANG Jun, expert of applied linguistics from the University of Auckland, gave a lecture with the topic of “A dynamic Metacognitive Systems Perspective on EFL Learners Development” at the Auditorium of the College. This lecture was hosted by Professor You Changsong, Chair of t College English Department. More then 100 students and teachers were present and enjoyed the academic feast.
Professor Zhang Jun made detailed introduction and illustration on metacognitive as well as dynamic metacognitive system. The lecture was composed of two parts. The first part was an overview on metacognitive. Professor Zhang drew forth the topic by asking why we were talking about metacognitive system and what it included. In this part, he first pointed out the significance of psychology in educational research and reform. Then, as one of the research focus of psychology, metacognitive system has exerted an extensive influence to and played an active role in second language acquisition. Soon afterwards, he listed out the definition on metacognitive by various famous Experts and indicated that metacognitive consists of metacognitive knowledge and self-regulation. At the last, Professor Zhang Jun pinpointed that metacognitive has received increasing attention in the field of foreign language teaching and research.
As for the second part, metacognitive was discussed in a more meticulous and deeper level from cognitive perspective, dynamic systems theory, cognitive level and social culture. With the combination of his personal research, Professor Zhang Jun put forward the framework of second language teaching theory under metacognitive system, and in that framework second language teaching was deemed as the process of constant interaction among metacognitive objective, experience, strategy and knowledge. Professor Zhang also pointed out that from the perspective of social culture, the emphasis of metacognitive is on learners’ initiative; while from a dynamic perspective, language learning is a process composed of a series of situational events. In other words, it is behaviors of bodily experience. In Addition, Professor Zhang suggested that cultivating language learners’ metacognitive ability should be set as the goal and it should be achieved and enhanced through training, teaching, and discussion. In the teaching process, instructors have to devise the tasks for metacognitive and language learning, by which to enhance language learning. In the end, Professor Zhang also highlighted the importance of strategic learning.
In the following interactive section, Professor Zhang answered questions raised by teachers and students present that day, and proposed that, in the process of teaching, teachers should treat students as the ones with initiatives and keep adjusting teaching methods as students are constantly evolving. These conclusions have won great approval by audiences.
(Contributed by Dong Tongtong, graduate student from College English Department)