This paper reviews the development of the meta-cognitive strategy and its function in communicative language use models. It also summarizes the findings of an empirical study on how frequently different language learners' groups use meta-cognitive strategies, and it discusses the relationship between the application of meta-cognitive strategies and the proficiency level of language use. A questionnaire was distributed among test-takers of the Year 12 examination in English in Latvia. The responses were processed using Excel and the Structural Equation Modelling programme EQS, which was used to test theoretical models against the empirical data.
V. Kalnberzina, University of Latvia, Faculty of Modern Languages, 4a Visvalza iela, Riga, LV-1050, Latvia
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