Learning is a process of creating meaningful representations of knowledge through internally mediated processes including self-awareness, self-questioning, self-monitoring and self-regulation. This paper aims to show the importance of 'metacoginition' study for Kanji learning and teaching. 'Metacognition' is cognition of one's own cognition and consists of two parts, knowledge of cognition and regulation of cognition. Much researches have shown that metacognition promotes learning but there are few 'metacognitive' studies in Japanese leaning / teaching, especially Kanji. 'Metacognition' provides new viewpoints to this area of research. To develop 'metacognitive' Kanji learning / teaching study, some research aspects are needed; what are learners' and teachers' metacognitive processes, how to improve learners' metacognition skills and how to combine between basic psychological study and Kanji learning / teaching study.
