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

Abstract

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.

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

“…The results support the fact that if learners undergo such processes underlying the listening activity, they can surely benefit from this strategy, and metacognitive listening instruction does have merits in this regard. The present study found further empirical support to those of Goh (2002), Goh and Taib (2006), Vandergrift (2004), and Vandergrift and Tafaghodtari (2010), claiming that metaconitive listening instruction as a pedagogical cycle can improve learners' second and foreign language listening skills in the classroom if it is employed in a systematic way and based on the pedagogic needs.…”

“…Before presenting the findings in terms of the treatment effectiveness for less-skilled listeners, it should be noted that based on the learners' mean on the pre-test (11.71) in the experimental group, it was assumed that those participants who received the grade of 12 or more than this value, were considered as more-skilled listeners while those learners whose listening grade was less than 12 were less-skilled learners (Vandergrift & Tafaghodtari, 2010). It is of value to note that the listening test (Cambridge Key English Test) consisted of 25 listening tests.…”

Metacognitive Instruction Does Improve Listening Comprehension

“…Listeners are to be provided with enough opportunities to act upon the set of rules already devised by the instructor. This regulated procedure helps listeners to plan, monitor, and evaluate their listening [5,6]. The pedagogical evidence from the study [7] shows that metacognitive instruction assists listeners in (i) what successful listeners choose to select for processing and (ii) improving successful language learning through acquiring metacognitive strategies.…”

Developing a Workbook of Basic Listening Course for the Third Semester Students of English Department at Iain Antasari Banjarmasin

“…According to Vandergrift and Tafaghodtari (2010) there are distinct processes involve in listening comprehension. Listeners use "top down" processes when they use background knowledge to understand the meaning of a message.…”