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Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener
Author(s) -
Vandergrift Larry
Publication year - 2003
Publication title -
language learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.882
H-Index - 103
eISSN - 1467-9922
pISSN - 0023-8333
DOI - 10.1111/1467-9922.00232
Subject(s) - psychology , active listening , think aloud protocol , metacognition , listening comprehension , elaboration , comprehension , cognitive psychology , second language , linguistics , cognition , communication , computer science , philosophy , usability , human–computer interaction , neuroscience , humanities
This article reports on an investigation of listening strategy applications by grade 7 students learning French ( N = 36). I examine the types of strategies used and the differences in strategy use by more skilled and less skilled listeners as revealed while these students listened to authentic texts in French. Think‐aloud data were coded and analyzed both quantitatively and qualitatively. Significant differences were found in the use of the category of metacognitive strategies as well as in individual strategies for comprehension monitoring, questioning for elaboration, and translation. These differences were reinforced by a qualitative analysis of representative protocols. The article concludes with a discussion of both an emerging model of the skilled listener and a pedagogic program for developing listening skills.