The use of metacognitive strategies is more effective than cognitive strategies. Which of the following doesn't support this opinion?
A. Metacognitive strategies appear to be effective in facilitating language development of adult learners.
B. The distinction among the strategies under metacognitive category seems a simple process.
C. Metacognitive strategies appear to be more predictive of language achievement.
D. Metacognitive strategies include self-initiation and selective attention which support the students' achievement.
Answer (2)
The option that does not support the opinion that metacognitive strategies are more effective than cognitive strategies is B, which implies a simplistic view of metacognitive strategies. This contrast indicates that metacognitive strategies have depth and complexity, vital for learning. Thus, option B undermines the effectiveness of metacognitive strategies unequivocally.
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To determine which option doesn't support the opinion that metacognitive strategies are more effective than cognitive strategies, let's first understand what metacognitive strategies are.
Metacognitive strategies involve the processes used in planning, monitoring, and evaluating one's learning and thinking. They help learners understand their learning processes, making them more effective at solving problems and thinking critically. Here are the options:
A. Metacognitive strategies appear to be effective in facilitating language development of adult learners.
This supports the opinion by highlighting their effectiveness in a specific context.
B. The distinction among the strategies under metacognitive category seems a simple process.
This does not directly support the effectiveness of metacognitive strategies, as it merely comments on the simplicity of categorizing them, rather than their impact on learning efficacy.
C. Metacognitive strategies appear to be more predictive of language achievement.
This supports the argument by indicating their potential in accurately predicting language success.
D. Metacognitive strategies include self-initiation and selective attention which support the students' achievement.
This supports the opinion by linking specific strategies to student success.
Comparing these, option B ('The distinction among the strategies under metacognitive category seems a simple process.') does not directly support the opinion that metacognitive strategies are more effective than cognitive strategies. It rather discusses the nature of the strategies themselves, without providing evidence for their superiority over cognitive strategies.
