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| Author | : Meng-Yu Hsu |
| Publisher | : |
| Total Pages | : 140 |
| Release | : 2016 |
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| Total Pages | : 0 |
| Release | : 2022 |
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| Author | : Huei-Chun Teng |
| Publisher | : |
| Total Pages | : 15 |
| Release | : 2008 |
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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.).
| Author | : Xiaohong Wen |
| Publisher | : MDPI |
| Total Pages | : 174 |
| Release | : 2020-11-25 |
| Genre | : Social Science |
| ISBN | : 3039432702 |
This volume, through highly selective and rigorous review processes, has collected eight empirical studies showcasing research advances in multiple domains including child first language, adult additional language, and heritage language acquisition. The studies are theoretically motivated and have adopted a spectrum of innovative methodological strategies to achieve a broader understanding of the nature of learning and the learning process. The volume encompasses a wide range of contents: 1) The L1 and L2 acquisition of syntax, semantics, phonetics, and the syntax-discourse interface; 2) Data comparisons across different learner groups: L1 Chinese children, L2 Chinese learners, and Chinese heritage speakers; 3) Acquisition of language skills: speaking, listening, and writing; and last but not least, 4) Instructional interventions including consciousness-raising and metacognitive strategy training. The volume is intended to bridge the gap between research and instruction by helping teachers understand their students and their learning. Informed by research, teachers can opt for appropriate pedagogical approaches and instructional conditions for their students. The volume is guest-edited by Xiaohong Wen, Professor in Applied Linguistics and Chinese language Acquisition at the University of Houston.
| Author | : Christine C. M. Goh |
| Publisher | : Routledge |
| Total Pages | : 328 |
| Release | : 2012-04-23 |
| Genre | : Foreign Language Study |
| ISBN | : 1136912371 |
This reader-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition. The metacognitive approach, aimed at developing learner listening in a holistic manner, is unique and groundbreaking. The book is focused on the language learner throughout; all theoretical perspectives, research insights, and pedagogical principles in the book are presented and discussed in relation to the learner. The pedagogical model─a combination of the tried-and-tested sequence of listening lessons and activities that show learners how to activate processes of skilled listeners ─ provides teachers with a sound framework for students’ L2 listening development to take place inside and outside the classroom. The text includes many practical ideas for listening tasks that have been used successfully in various language learning contexts.
| Author | : Min-Tzu Wang |
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| Total Pages | : |
| Release | : 2009 |
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ABSTRACT: Metacognitive reading strategy instruction (MRSI) has been valued in reading instruction in both L1 and L2 contexts and has been considered helpful for developing learners' reading awareness. This study explored the effect of metacognitive reading strategy instruction (MRSI) on Taiwanese EFL high school students' English reading comprehension, reading strategy awareness, and reading motivation. By using a sequenced mixed-method research methodology, five research questions were addressed in this study: (1) Does metacognitive reading strategy instruction affect high school EFL students' reading comprehension? (2) Does metacognitive reading strategy instruction affect high school EFL students' reading strategy awareness and reading motivation? (3) Does the effectiveness of metacognitive reading strategy instruction (MRSI) depend on general English reading proficiency levels? (4) What are the factors involved EFL high school students' English reading experience? (5) What features of metacognitive reading strategy instruction (MRSI) change EFL high school students' reading perceptions towards English reading? The study involved a 10-week intervention with 110 public high school EFL adolescents in southern Taiwan. During the course of the study, participants were randomly selected and randomly assigned to the experimental and control group.
| Author | : Janet Yu-Gi Chao |
| Publisher | : |
| Total Pages | : 426 |
| Release | : 1996 |
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| Total Pages | : 210 |
| Release | : 2003 |
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| Author | : Ai-Hua Chen |
| Publisher | : |
| Total Pages | : |
| Release | : 2008 |
| Genre | : English language |
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| Author | : John Flowerdew |
| Publisher | : Cambridge University Press |
| Total Pages | : 244 |
| Release | : 2005-02-07 |
| Genre | : Foreign Language Study |
| ISBN | : 9780521786478 |
As an essential part of communicative competence, listening is a skill which deserves equal treatment with the other basic skills of speaking, reading, and writing. Second Language Listening combines up-to-date listening theory with case studies of actual pedagogical practice. The authors describe current models of listening theory and exemplify each with a textbook task. They address the role of technology in teaching listening, questioning techniques, and testing. Second Language Listening is designed to be used with both pre-service and in-service teachers who are involved in the teaching of listening or the design of pedagogic materials for listening.
