Metacognition refers to listener awareness of the cognitive processes involved in comprehension and the capacity to oversee, regulate, and direct these processes - Christine C. M. Goh (2008).
It includes knowledge about the factors relating to task, person, and strategies that come into play during any cognitive activity - Flavell (1979).
New evidence-based approaches to teaching listening have been suggested in the area of listening strategies - Goh and Vandergrift (2012).
Listening in the Classroom
Guide for Metacognitive Listening in the Classroom
C. Listen (first listening) to the text. Place a check mark beside the ideas that you (A) and your partner (B) predicted and that were in fact mentioned in the texted. And write down any other ideas that you had not predicted but were mentioned.
D. After verifying your predictions and discussing your listening results with your partner, listen (second listening) to the text again to check your results and to resolve any discrepancies in comprehension between you and your partner. Add any further points and important details that you may not have understood during the first listen:
E. Listen to the text a third time to verify comprehension after a class discussion of the content of the text or a reading of the text transcript. Try to apply a “Critical Listening” when you listen by thinking of what, why, how, when and where?
Reflection and Goal-Setting
I was successful in anticipating (----?---) ideas :