Metacognitive instruction for helping less-skilled listeners
Metacognitive instruction for helping less-skilled listeners
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DOI：
10.1093/elt/ccq073
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发表时间：
2011-10-01
期刊：
影响因子：
2.5
通讯作者：
Cross, Jeremy
中科院分区：
文献类型：
--
作者：
Cross, Jeremy
本文报道了一项小规模研究，该研究涉及元认知教学对听众理解的影响。在五个听力课程中，二十名成人，日语，高级EFL学习者参加了一个任务序列或“教学周期”，以预测，监测，问题识别和评估，旨在促进他们对电视新闻的理解。测试前和测试后分数的比较表明，四个较少技能的听众中有三个在五个课程中取得了显着的收益，而四个较技能的听众中只有一个得到了改善。调查结果增加了这样一种观点，即利用教学周期的元认知指导可能有助于较低的听众发展他们的听力能力，尽管似乎对更高技能水平的阈值超出了效果的最小效果。
This article reports on a small-scale study of the effect of metacognitive instruction on listeners' comprehension. Twenty adult, Japanese, advanced level EFL learners participated in a task sequence, or 'pedagogical cycle', of predicting, monitoring, problem identification, and evaluating in each of five listening lessons aimed at promoting their comprehension of television news items. A comparison of pre-test and post-test scores illustrated that three of four less-skilled listeners made notable gains across the five lessons, whereas only one of four more-skilled listeners improved. Findings add support to the view that metacognitive instruction utilizing a pedagogical cycle may help less-skilled listeners to develop their listening ability, though there seems to be a threshold for higher skill levels beyond which effects are minimal.