Co-Shaping Metacognitive Awareness and Developing Listening Comprehension through Process-Based Instruction

Autor/inn/en	Mahdavi, Neda; Miri, Mowla
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01