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Enhancing L2 Listening Skills: A Pedagogical Cycle for Metacognitive Awareness

This study introduces a pedagogical cycle designed to improve second language learners' listening comprehension by raising their metacognitive awareness. We explore the effective use of listening strategies through controlled practice, understanding the listening process, and differentiating between listening practice and performance. By engaging in this cycle, learners are expected to exhibit significant improvements in both listening comprehension and metacognitive awareness. The findings will be evaluated through pre- and post-treatment assessments across two groups, providing insights into effective listening instruction.

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Enhancing L2 Listening Skills: A Pedagogical Cycle for Metacognitive Awareness

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  1. “Learning to listen” A pedagogical cycle for: teaching the listening process raising metacognitive awareness improving comprehension

  2. Background & justification

  3. metacognitiveawarenesS / strategy useSuccessful learning outcomes • L2 Writing • Fortune (20o5)

  4. Researchers have examined The link between: Carrier, (2003); Chamot (2005); O’Malley & Chamot (1990); Thompson & Rubin (1994); Ross & Rost, (1991); Thompson & Rubin (1996); Vandergrift (1997; 2004); Vandergrift, Goh, Mareschal, & Tafaghodtari; (2006); Vandergrift & Tafaghodtari (2010) METACOGNITIVEAWARENESS IMPROVED L2 LISTENING COMPREHENSION and have found a positive correlation.

  5. How can we raise Learners’metacognitive awareness? A pedagogical cycle of controlled, cognitive & metacognitive strategy training which will: • develop understanding of the listening process • train students in effective listening strategy use • separate listening practice from listening performance • mirror real world listening activities • provide practice with and promote awareness of the metacognitive processes underlying listening comprehension

  6. Research Questions • At the end of the treatment, what will be the difference between the two groups in terms of listening comprehension? • At the end of the treatment, what will be the difference between the two groups on a final measure of metacognitive awareness? • How will the experimental groups respond to the pedagogical cycle in post-treatment focus group interviews? How will their responses differ from those of the comparison groups in similar focus group interviews?

  7. Procedures: Pedagogical cycle Planning & Directed Attention Experimental Group Treatment tine Evaluating (and reflection) & Planning Monitoring & Planning Monitoring, Planning & Selective Attention Monitoring, Problem-solving, & Evaluating

  8. Participants Four Intact OPIE Listening & Speaking Classes

  9. Materials & INstruments

  10. DATA ANALYSIS

  11. Limitations

  12. Expected Findings • RQ1:Experimental group will outperform comparison group on final measure of listening comprehension • RQ2: Experimental group will outperform the comparison group on a final measure of metacognitive awareness • RQ3: Experimental group will respond positively to the pedagogical cycle (Goh & Taib, 2006; Graham & Macaro, 2008; Rubin, 1994; Thompson & Rubin, 1996; Vandergrift, 2002; Vandergrift & Tafaghodtari, 2010).

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