- Anderson, N. J., The role of metacognition in second/foreign language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, (2002).
- Baklashova, T., Manager’s Professional Training in Russia: Syllabus and Technologies. Procedia - Social and Behavioral Sciences, 152, 1057–1061, (2014). [CrossRef]
- Brown, A., Bransford, J. D., Ferraraand, R., & Campione, J.C., Learning, remembering and understanding. In Flavell, J. H. & Markman, E. M. (Eds) Carmichael’s Manual of Child Psychology, (1). New York: Wiley, (1983).
- Carrell, P. L., Metacognitive Awareness and Second Language Reading. Modern Language Journal, 73, 121–134, (1989). [CrossRef]
- Carrell, P., Pharis, B., Liberto, J., Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647–678, (1989). [CrossRef]
- Chall, J., Stages of Reading Development. New York: McGraw Hill, (1983).
- Çubukçu, F., Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18 (1), 1–11, (2008).
- Galishnikova, E.M., Monitoring model of the quality of higher education by means of a foreign language. Applied and Fundamental Studies: Proceedings of the 3rd International Academic Conference. August 30-31, 2013, St. Louis, Missouri, USA. Publishing House Science and Innovation Center, Ltd., 250–252, (2013).
- Flavell, J. H., Metacognitive aspects of problem solving. In Resnick, L. B. (Ed.), The nature of intelligence. Hillsdale, NJ: Erlbaum, (1976).
- Gear, J. & Gear, R., Cambridge Preparation for the TOEFL® Test Book with CD-ROM 4th edition, (2006).
- Gorelova, Y. N., Zalyaeva, E.O., Sungatullina, D.D., Examination text structure as an indicator of examination task type and complexity (on the basis of GCSE English Language Unit 1 Section A Reading). Mediterranean Journal of Social Sciences, 2015, 6, (3), 430–436, (2015).
- Ismagilova, L.,Polyakova, O., The problem of the syllabus design within the competence approach based on the course “English for Master Degree Students in Economics (advanced level)”, Procedia - Social and Behavioral Sciences, 152, 1095–1100, (2014). [CrossRef]
- Khusainova, A., Rahmatullina, A. English Language Training Volunteer Program as a New Reality for Russia and its Social Benefits. Procedia - Social and Behavioral Sciences, 152, 1101–1107, (2014). [CrossRef]
- Kudryavtseva, M. G., Possibilities of Distance Learning as a Means of Foreign Language Learning Motivation among Students of Economics, Procedia - Social and Behavioral Sciences, 152, 1214–1218, (2014). [CrossRef]
- Mardanshina, R., Zhuravleva, E., Model of Complementary Linguistic Education for Economists, Procedia - Social and Behavioral Sciences, 152, 1091–1094, (2014). [CrossRef]
- Mehrdad, A.G., Ahghar, M.R., Ahghar, M., The effect of teaching cognitive and metacognitive strategies on EFL students’ reading comprehension across proficiency levels. Procedia - Social and Behavioral Sciences, 46, 3757–3763, (2012). [CrossRef]
- Mokhtari, K., & Sheorey, R., Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25, (3), 2–10, (2002).
- Phakiti, A., A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20 (1), 26–56, (2003). [CrossRef]
- Zhang, L. J., Awareness in reading: EFL students metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10, 268–288, (2001). [CrossRef]
SHS Web of Conferences
Volume 26, 2016ERPA International Congresses on Education 2015 (ERPA 2015)
|Number of page(s)||8|
|Published online||26 April 2016|