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The Application of Literary Text for Strategies of Metacognitive Language Instruction

The metas -- metacognition, metalinguistic knowledge, and metapragmatics -- become more important in adolescence. Students are expected to take more control over their own learning, and they are required to recognize and reflect on their own thought processes and learning. They are expected to use logical and critical thinking to evaluate information and to write in different discourse style. As students are expected to produce longer, more elaborated language and to use this language in a variety of discourse genres, it is recommended to apply literary text for strategies of metacognitive language instruction. Furthermore, such a way is supported by the recent academic trend of textlinguistic analysis beyond traditional grammar study in terms of sentences. During adolescence, students develop proficiency in using language to negotiate, to persuade others, to present their viewpoint, and to resolve conflicts. This aspect of language competence presages students' adjustment as they move from adolescence into adulthood. Literary text, such as plays, short stories, and poetry offers a means for teachers to instruct how to use and understand language according to given different contexts.