Metacognitive instruction for helping less-skilled listeners  

Oleh:

Cross, Jeremy

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 65 no. 4 (Oct. 2011), page 408-416.
Topik: metacognitive instruction; pre-test; post test. ELT
Fulltext: 2011.4.408-416.pdf (93.57KB)

Isi artikel

This article reports on a small-scale study of the effect of metacognitive instruction on listeners’ comprehension. Twenty adult, Japanese, advanced level EFL learners participated in a task sequence, or ‘pedagogical cycle’, of predicting, monitoring, problem identi?cation, and evaluating in each of ?ve listening lessons aimed at promoting their comprehension of television news items. A comparison of pre-test and post-test scores illustrated that three of four less-skilled listeners made notable gains across the ?ve lessons, whereas only one of four more-skilled listeners improved. Findings add support to the view that metacognitive instruction utilizing a pedagogical cycle may help less-skilled listeners to develop their listening ability, though there seems to be a threshold for higher skill levels beyond which effects are minimal.

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