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Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study
Author(s) -
Vandergrift Larry,
Tafaghodtari Marzieh H.
Publication year - 2010
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/j.1467-9922.2009.00559.x
Subject(s) - psychology , metacognition , active listening , recall , listening comprehension , second language , control (management) , cognitive psychology , comprehension , mathematics education , linguistics , cognition , communication , computer science , philosophy , neuroscience , artificial intelligence
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.