Analysis of metacognitive tasks for second language speech development: Theory and research implications

Abstract

Theories state that awareness about the mind of the receiver and awareness about oneself and his mind becomes essential along with the acquaintance in the medium of communication. While teaching a language, supplementation of activities that help the thinking process and trigger the possibility of thinking conventionally and unconventionally, are felt to be useful for speech development. This paper describes a possible approach carried out by the researcher to intensify the thinking process along with a communicative task. It is found that the students’ involvement and productivity are more with the use of metacognitive strategy. Students felt that this approach enabled them to come out with their thoughts without much inhibition. This study suggests that while teaching a language, it is necessary to look into the application of it in specific and also in varied contexts.