The Effects of Controlled Language Processing on Listening Comprehension and Recall

Autor/inn/en	Jannejad, Mohsen; Shokouhi, Hossein; Haghighi, Somayeh Biparva
Titel	The Effects of Controlled Language Processing on Listening Comprehension and Recall
Quelle	In: English Language Teaching, 5 (2012) 9, S. 155-165 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Forschungsbericht; Language Processing; Listening Comprehension; Second Language Learning; Metacognition; Second Language Instruction; Correlation; Recall (Psychology); Comparative Analysis; English (Second Language); Course Descriptions; Questionnaires; Protocol Analysis; Student Attitudes; Pretests Posttests; Control Groups; Experimental Groups; Learning Strategies; Statistical Analysis; Foreign Countries; College Students; Iran; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Hörverständnis; Zweitsprachenerwerb; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fremdsprachenunterricht; Korrelation; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache; Kursstrukturplan; Fragebogen; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Ausland; Collegestudent
Abstract	This study seeks to determine the possible interactions between listening proficiency and the state of strategic self-awareness; second, and more importantly, to investigate the effects of learned strategies on listening comprehension and recall; and finally to describe the most common real-time listening comprehension problems faced by EFL learners and to compare the differences between learners with different listening abilities. After ten training sessions, an assessment was made to see whether or not well-learned strategies could provide students with ample opportunity to practice the comprehension and recall processes. The analyses of the data revealed the causes of ineffective low-level processing and provided insights to solve the problems of parsing. Moreover, the study reveals that explicit instruction of cognitive and metacognitive strategies is needed if a syllabus wishes to help learners improve their listening comprehension and become more proficient at directing their own learning and development as L2 listeners. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01