Metacognition is a topic of increasing interest in the field of instruction and learning, but its relation to actual teaching behaviors is seldom investigated in second language (L2) classroom research. The purpose of this study was to examine whether and how language teacher metacognition and executive function are linked to high-leverage teaching practice. We recruited foreign and second language teachers (N = 937), including bilingual/ESL teachers, from public schools across the southern United States. We obtained a direct measure of teachers’ executive function and an indirect measure of metacognitive capacity. Using the Tripod (7Cs) framework, we also assessed specific aspects of high-leverage teaching practice under 3 broad conceptual areas: personal support, curricular support, and academic press. We examined the mediating role of teacher metacognitive capacity between executive function and exemplary classroom practice, and tested an alternative model. Analyses returned stronger support for our hypothesized model over the alternative, indicating that teacher metacognition—teachers’ adaptive capacity to monitor, interpret, evaluate, and intervene on L2 classroom events—constitutes an important mediating condition for building classroom environments that are engaging, demanding, and supportive of learners’ L2 development.

中文翻译：

---

语文教师元认知和执行功能在示范课堂实践中的作用

元认知是教学领域越来越受关注的话题，但在第二语言 (L2) 课堂研究中很少研究元认知与实际教学行为的关系。本研究的目的是检验语言教师元认知和执行功能是否以及如何与高杠杆教学实践相关联。我们聘请了外语和第二语言教师（N= 937)，包括来自美国南部公立学校的双语/ESL 教师。我们获得了教师执行功能的直接测量和元认知能力的间接测量。使用 Tripod (7Cs) 框架，我们还在 3 个广泛的概念领域评估了高杠杆教学实践的具体方面：个人支持、课程支持和学术新闻。我们研究了教师元认知能力在执行功能和示范课堂实践之间的中介作用，并测试了一个替代模型。与替代方案相比，分析为我们的假设模型提供了更强的支持，表明教师元认知——教师监控、解释、评估、