Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener

2003/07/30 by Larry Vandergrift · 6 citations
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Innovative Teaching and Learning Methods #Second Language Learning and Teaching

paper · doi:10.1111/1467-9922.00232

Abstract

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.

Cited by

• The Effectiveness of Second Language Strategy Instruction: A Meta‐analysis
• The Metacognitive Awareness Listening Questionnaire: Development and Validation
• Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis
• Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge
• Mixed-methods research in language teaching and learning: Opportunities, issues and challenges
• Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China

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• Strategy Instruction in Listening for Lower‐Intermediate Learners of French
• Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis
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