An Investigation Of Metacognitive Strategies Used By Efl Listeners
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An Investigation of Metacognitive Strategies Used by EFL Listeners
The main intent of the present study is to find out what metacognitive strategies Taiwanese college students employ in EFL listening process. Four research questions explored in the study include: (1) What are the metacognitive strategies adopted by EFL listeners when they listen? (2) What are the differences of metacognitive strategies between proficient and less proficient listeners in listening process? (3) What are the metacognitive strategies of EFL listeners when they listen to familiar and unfamiliar passages? (4) What is the relationship between EFL listeners' metacognitive strategies and their listening comprehension performance? Listeners' comprehension was evaluated from written recall as product data, whereas metacognitive listening strategies were identified from retrospective verbalization as process data. Listeners' recall protocol was evaluated with pausal units from Johnson (1970). For retrospective verbalization, the transcribed data was analyzed based on the four categories of metacognitive strategies from Vandergrift (1997), i.e., planning, monitoring, evaluation, and problem identification. Results show that proficient listeners generally adopted more metacognitive listening strategies of "planning," "monitoring," and "evaluation" than less proficient listeners did. Additionally, the results from both written recall protocol and strategy frequency affirmed the influence of cultural background knowledge on EFL listening comprehension as well as metacognitive strategy use. (Contains 13 tables.).
Strategies Used in EFL Listening Comprehension
This study explored the frequency of cognitive and metacognitive strategies used by students with different levels of listening comprehension. It also made an attempt to find the change of the frequency of listening strategy used by them when exposed to teaching of listening strategies. The research was conducted from twenty non-major English students with ten as effective listeners and ten as ineffective listeners in Chinese EFL listening comprehension. The data of listening strategies was obtained from questionnaires and interviews. Goh's (1998) categories (cognitive and metacognitive strategies) were used as the framework to analyze the data. The research subsequently focused on students listening strategies based on two different kinds of listening texts. The study showed that there are some differences of frequency in using cognitive and metacognitive strategies between effective and ineffective listeners around training listening strategies. The effective listeners used more strategies than the ineffective ones. Both groups used more cognitive strategies than metacognitive ones, but ineffective listeners were particularly poor at it. In addition to reporting the results from the study, the article also discussed issues related to teaching listeners to use listening strategies.
The Routledge Handbook of Second Language Acquisition and Individual Differences
The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners’ cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners’ individual differences to maximize the effects of second language instruction.