Metacognitive instruction for helping less-skilled listeners

• Autores: Jeremy Cross
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 65, Nº 4, 2011, págs. 408-416
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • 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 identification, and evaluating in each of five 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 five 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.