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“Learning to listen”

“Learning to listen”. A pedagogical cycle for: teaching the listening process raising metacognitive awareness improving comprehension. Background & justification . metacognitive awarenesS / strategy use Successful learning outcomes. L2 Writing. Fortune (20o5).

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“Learning to listen”

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  1. “Learning to listen” A pedagogical cycle for: teaching the listening process raising metacognitive awareness improving comprehension

  2. Background & justification

  3. metacognitiveawarenesS / strategy useSuccessful learning outcomes • L2 Writing • Fortune (20o5)

  4. Researchers have examined The link between: Carrier, (2003); Chamot (2005); O’Malley & Chamot (1990); Thompson & Rubin (1994); Ross & Rost, (1991); Thompson & Rubin (1996); Vandergrift (1997; 2004); Vandergrift, Goh, Mareschal, & Tafaghodtari; (2006); Vandergrift & Tafaghodtari (2010) METACOGNITIVEAWARENESS IMPROVED L2 LISTENING COMPREHENSION and have found a positive correlation.

  5. How can we raise Learners’metacognitive awareness? A pedagogical cycle of controlled, cognitive & metacognitive strategy training which will: • develop understanding of the listening process • train students in effective listening strategy use • separate listening practice from listening performance • mirror real world listening activities • provide practice with and promote awareness of the metacognitive processes underlying listening comprehension

  6. Research Questions • At the end of the treatment, what will be the difference between the two groups in terms of listening comprehension? • At the end of the treatment, what will be the difference between the two groups on a final measure of metacognitive awareness? • How will the experimental groups respond to the pedagogical cycle in post-treatment focus group interviews? How will their responses differ from those of the comparison groups in similar focus group interviews?

  7. Procedures: Pedagogical cycle Planning & Directed Attention Experimental Group Treatment tine Evaluating (and reflection) & Planning Monitoring & Planning Monitoring, Planning & Selective Attention Monitoring, Problem-solving, & Evaluating

  8. Participants Four Intact OPIE Listening & Speaking Classes

  9. Materials & INstruments

  10. DATA ANALYSIS

  11. Limitations

  12. Expected Findings • RQ1:Experimental group will outperform comparison group on final measure of listening comprehension • RQ2: Experimental group will outperform the comparison group on a final measure of metacognitive awareness • RQ3: Experimental group will respond positively to the pedagogical cycle (Goh & Taib, 2006; Graham & Macaro, 2008; Rubin, 1994; Thompson & Rubin, 1996; Vandergrift, 2002; Vandergrift & Tafaghodtari, 2010).

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