"Listening Strategies" in: The tesol encyclopedia of English Language Teaching
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13.BaoD.GuanC.2019.Listeningstrategies
Making the Case
The four types of listening strategies, namely cognitive, metacognitive, social, and affective strategies, serve different aspects of comprehension achievement. This understanding is based on both scholarly discussion of, and research efforts into, listening instruction and practice. Cognitive strategies, which make use of learners’ knowledge in processing text meaning, provide greater depth of interaction with the text, including the ability to ignore irrelevant information. Compared with metacognitive strate- gies, however, these skill types are considered less efficient as they involve lower processing practices such as translation, repetition, and summary. Within this awareness, there has been an appeal for more research into the relationship between learner knowledge and mental translation (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006). Metacognitive strategies, which are considered the most reliable predictors of listening skills development in metacognition, denote the ability to reflect on and control one’s own learning. Recent research into metacognition has provided evi- dence that effective listening performance can happen through classroom instruc- tion to assist learners’ mental process in coping with listening materials (Rost & Ross, 1991). Researchers also discover that successful learning comes from the ability to combine different strategies to meet various tasks and situations (Rahimi & Katal, 2012) and that more skilled learners tend to apply these types of skills intensively, especially monitoring comprehension through evaluating information and questioning for clarification (Alavinia & Mollahossein, 2012). Social strategies and affective strategies are closely connected and thus often discussed together. This is because individual feelings and social relationships are mutually connected parts of the L2 learning process. Empirical studies on these types are less frequent compared with that on cognitive and metacognitive strategies. Research on socioaffective ability shows that the lack of social eelt0588.indd 2 28-12-2018 19:38:46 Listening Strategies 3 sympathy in the classroom often intimidates learners from asking questions during the listening process (Serri, Boroujeni, & Hesabi, 2012). It also shows that socioaffective strategies can help learners stay motivated and well‐focused, as well as control emotion, communicate with peers, and get help from them (McCombs, 1982, 1988). Studies on metacognitive instruction have confirmed positive values in the effect of visuals (Kim, 2004), the use of videotexts (Gruba, 2006), and the role of technology in learners’ ability to mediate listening scripts (Robin, 2007). Overall, research on listening strategy instruction clearly indicates that such training often leads to positive results in improving comprehensibility (see, for example, Rost & Ross, 1991). A study on students’ learning improvement based on strategy training (O’Malley & Chamot, 1990) adds more nuance to the above understanding by showing that such training only works if a text is not too diffi- cult and students have some prior knowledge of the listening content. Another project by Ozeki (2000) contributes a good idea to strategy instruction by high- lighting the need to identify students’ existing listening strategy use knowledge prior to the training plan. Other studies have proven the value of modeling, peer discussion, selective attention, anticipation, and note‐taking in improving learn- ers’ comprehension (Vandergrift, 2003). Other areas of attention comprise oppor- tunities to explore various strategies and genres, providing timely feedback, being goal‐oriented during practice, developing self‐regulated strategies without dis- traction, understanding context‐specific strategies (Goh & Taib, 2006), participat- ing in real‐life communication (Jou, 2010), developing a performance checklist, as well as focusing both on the process and product of listening (Vandergrift, 1999). The social climate of the classroom also plays a role in training learners with listen- ing motivation, efficiency, and autonomy. The main weakness of many studies on listening strategies is their short‐ duration design as well as the absence of follow‐up research. Areas for further research include studies on the long‐term effect of students’ exposure to strategy‐ practice activities, learners’ ability to reflect on and improve strategy use, second language beginners’ learning pace with the support of strategy training. Besides, until recently there have been few studies focusing on the training of language‐ learning strategies in classroom settings (Chamot, 2005). There is also a lack of research investigating the development and change of listening strategy use in the absence of explicit strategy training. Such areas are vital for the planning of listening strategy instruction and for the teaching of listening in the second language curriculum. Download 0.49 Mb. Do'stlaringiz bilan baham: |
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