Learning how to listen using learning
      strategies

Mendelsohn, David

doi:10.1515/9783110197778.2.75

Cited by 46 publications

(43 citation statements)

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“…The results of this pedagogical approach are reliable and promising for the teaching of L2 listening. However, this approach is not congruent with what is advocated in most of the L2 literature on the teaching of L2 learning strategies (e.g., O'Malley & Chamot, 1990), or L2 listening strategies in particular (e.g., Mendelsohn, 1994Mendelsohn, , 2006Thompson & Rubin, 1996). Much of the learning strategy literature advocates informed strategy training-that is, making learners aware of specific strategies, demonstrating how these might be useful, and then providing conscious practice in using these strategies.…”

Section: Discussionmentioning

confidence: 87%

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

2010

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This study investigated the effects of a metacognitive, process-based approach to teaching second language (L2) listening over a semester. Participants (N = 106) came from six intact sections of French as a second language (FSL) courses. The experimental group (n = 59) listened to texts using a methodology that led learners through the metacognitive processes (prediction/planning, monitoring, evaluating, and problem solving) underlying successful L2 listening. The control group (n = 47), taught by the same teacher, listened to the same texts the same number of times but without any guided attention to process. Development of metacognition about L2 listening, tracked using the Metacognitive Awareness Listening Questionnaire (MALQ), was measured at the beginning, middle, and end points of the study. As hypothesized, the experimental group significantly outperformed the control group on the final comprehension measure, after we controlled for initial differences. The hypothesis that the less skilled listeners in the experimental group would make greater gains than their more skilled peers was also verified. Transcript data from stimulated-recall sessions provide further evidence of a growing learner awareness of the metacognitive processes underlying successful L2 listening, as MALQ student responses changed over the duration of the study.

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Section: Discussionmentioning

confidence: 87%

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

2010

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“…(T/E) Use contextual cues (e.g., topic, setting, speakers' relationships) to assist comprehension (Mendelsohn, )…”

Section: Methodsmentioning

confidence: 99%

Second Language Listening Instruction: Comparing a Strategies‐Based Approach With an Interactive, Strategies/Bottom‐Up Skills Approach

Yeldham

2015

TESOL Quarterly

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This quasi‐experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom‐up skills. The participants were lower‐intermediate‐level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters. Their progress through the respective courses was charted via multiple instruments designed to assess growth in their listening proficiency, strategy use, bottom‐up skills, and affect‐related learner characteristics. Pretest and posttest one‐way ANOVAs showed no significant differences between the two groups on any of the dimensions tested. However, a repeated‐measures ANOVA showed significant gains by the strategies group in listening comprehension, but not by the interactive group. On this longitudinal within‐group comparison, the strategies group also demonstrated larger effect sizes than the interactive group for listening instruction, one measure of strategies growth, and the learner characteristics of confidence and motivation, whereas the interactive group showed larger effect sizes than the strategies group for all measures of bottom‐up skills involved. The outcome between the groups in terms of listening proficiency suggests that for lower‐intermediate‐level listeners, it is better to focus more on developing their listening strategies than to provide them with a balanced interactive approach.

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“…This is something impossible to do. The difficulty level of the materials has to suit the level of the students [5]; thus, returning to the regular materials is certainly out of question because they are too difficult for them (See Low Entry Behavior). To them, the course materials are also too theoretical.…”

Section: Lack Of Initiativementioning

confidence: 99%

Cultural Diversity: When Teachers are at a Loss

Andreani¹,

Astuti²

2017

KSS

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Teaching is a rewarding activity, but it can be really frustrating when teachers fail to make their students learn. Teachers in the Department of English of our University stumble on a group of students from a particular region in Indonesia. Our observations on these students in our own classes, feedbacks from teachers in other classes, remarks from the chair of the students' association, and the results of an interview with them reveal problems in entry behaviour, academic achievement, initative, motivation, class responses, and self-discipline. The teachers find it hard to deal with these students and think that these problems are rooted in the so-called cultural differences, but are they really cultural? This article describes these problems, addresses their reasons from the perspectives of culture and pedagogy, and explores possibilities to overcome them.

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Learning how to listen using learning strategies

Cited by 46 publications

References 1 publication

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

Second Language Listening Instruction: Comparing a Strategies‐Based Approach With an Interactive, Strategies/Bottom‐Up Skills Approach

Cultural Diversity: When Teachers are at a Loss

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