Literaturnachweis - Detailanzeige
Autor/inn/en | Mahdavi, Neda; Miri, Mowla |
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Titel | Co-Shaping Metacognitive Awareness and Developing Listening Comprehension through Process-Based Instruction |
Quelle | In: International Journal of Listening, 33 (2019) 1, S.53-70 (18 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1090-4018 |
DOI | 10.1080/10904018.2016.1260454 |
Schlagwörter | Teaching Methods; Metacognition; Listening Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Introductory Courses; High School Students; Pretests Posttests; Instructional Effectiveness; Foreign Countries; Iran Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Einführungskurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Ausland |
Abstract | This study examined the effect of metacognitive process-based and product-based instruction on enhancing listening comprehension and metacognitive awareness. Two classes of high-beginner English as a foreign language learners were randomly assigned to two groups: product-based (n = 30) process-based (n = 30). Both before and after eight instructional sessions, listening comprehension and metacognitive awareness were measured. Process-based group, then, followed a pedagogical sequence in each session (Vandergrift, 2004), providing opportunities for dialogue about the listening process and the strategies involved, whereas the product-based group was not engaged in dialogue nor did the group reflect upon listening strategies. Results indicated that the process-based group significantly outperformed the product-based one in terms of gains in listening comprehension and metacognitive awareness. Moreover, the microgenetic analysis of the dialogic interactions of the process-based group presented some evidence showing how the students co-shaped metacognitive awareness. This article concludes with discussing the findings, presenting some pedagogical implications, and sketching out areas for further research. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |