By Suzanne Graham, Denise Santos
This booklet seeks to aid lecturers educate listening in a extra principled method via offering what's identified from examine, exploring academics' ideals and practices, interpreting textbook fabrics, and providing useful actions for bettering moment language listening.
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Extra resources for Strategies for Second Language Listening: Current Scenarios and Improved Pedagogy
Sample text
What these findings do highlight, however, is the role of metacognition in successful listening, as discussed next. Key issue 4: The role of metacognition in successful listening Put simply, metacognition involves ‘cognition about cognition’, that is, thinking about thinking, but also control over one’s thinking. g. the learning-relevant properties of information or data’ (p. 232). , 2008). The passage (from a teaching resource, Authentik) described floods in France and one of the multiple choice questions asked listeners to identify what was the theme of the passage, choosing from four alternatives: (a) strikes; (b) riots; (c) floods; (d) snow storms.
Investigations into such relationships are rare in the literature but the few studies available suggest there are links between listening success and person-related factors. Looking at the relationship between L2 listening proficiency and language learning motivation in a group of adolescent learners of French in Canadian schools, Vandergrift (2005) found a negative correlation between language proficiency and amotivation (absence of motivation). In other words, the less motivated learners were to listen, the less well they listened.
In our view, AOs would probably only become prediction strategies used independently by learners if their benefits were outlined for learners by the teacher, and if learners evaluated whether using an AO was beneficial to their comprehension. They would probably also need to have some guided practice in using AOs, followed by reminders to use them, which would then be gradually faded out in order to lead to more independent use. In other words, they would need some instruction in their use, a theme we return to in Chapter 3.