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
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教二语学习者如何倾听确实会有所作为：一项实证研究
DOI：
10.1111/j.1467-9922.2009.00559.x
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发表时间：
2010
影响因子：
4.4
通讯作者：
Marzieh H. Tafaghodtari
中科院分区：
文献类型：
--
作者：
Larry Vandergrift;Marzieh H. Tafaghodtari
本研究旨在探讨元认知过程教学法在二语听力教学中的应用效果。参与者（N = 106）来自六个完整的部分法语作为第二语言（FSL）课程。 实验组（n = 59）听取了文本使用的方法，导致学习者通过元认知过程（预测/规划，监测，评估和解决问题）成功的L2听力。 对照组（n = 47）由同一位老师授课，听相同的文本相同的次数，但没有任何对过程的引导注意力。 在研究的开始、中间和结束时，使用元认知意识听力问卷（MALQ）对二语听力的元认知发展进行了跟踪。正如假设的那样，在我们控制了最初的差异之后，实验组在最终的理解测量上显著优于控制组。实验组中技能较低的听众比技能较高的同龄人获得更大的收益，这一假设也得到了验证。从刺激回忆会议的成绩单数据提供了进一步的证据，越来越多的学习者意识到元认知过程的基础上成功的L2听力，MALQ学生的反应在研究期间发生了变化。
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.