Introducction to listening metacognitive strategies - YouTube:
"The employment of listening strategies is part of a cognitive approach to learning that emphasises metacognition-thinking about the way one processes language. Metacognitive processing is a form critical thinking, in which we seek to overcome- or at least counterbalance- our instinctive reactive" (Rost,2011). For one think it could be argued that Listening in L2/FL looked at the reading skill as an "idol" ; when we read we employ critical reading ! the crucial question may therefore be why we are not critical listening ? On other word , why teachers can not /or would not teach the students how to listen "CRITICALLY".
Long time ago, Lundsteen (1963) found that elementary school children could listen critically with appropriate instruction; recently though Vandergrift & Goh(2012) suggested stages in the Metacognitive Pedagogical Sequence for listening structure.(see or read the main introduction in this blog.
One more thing, Rost(2011)wrote about a balanced method teaching listening, one of the key elements is to "provide a lot of accessible input for learners, in a variety of audio, video and interactive media. Use text support to enhance the input( the listening materials)and promote comprehension. I think this what it call "Extensive Listening".This is one of the reason I created this Blog. (please note that I am only collecting the materials but I am not the creator of these materials, hence big thank you for the creators)However, The question remain is how to go about listening?
Well, here is a guide prepared for you that is you might want to follow .(in the classroom or with a partner outside classroom)
Critical listening will fit nicely in stage E.
Now click on a link you like (on the left /written in Arabic ) and apply this listening guide:
Source: (vandergrift & Goh (2012)
Rost (2011)
Welcome to teaching and researching second language (L2)foreign language (FL) Listening.
"The employment of listening strategies is part of a cognitive approach to learning that emphasises metacognition-thinking about the way one processes language. Metacognitive processing is a form critical thinking, in which we seek to overcome- or at least counterbalance- our instinctive reactive" (Rost,2011). For one think it could be argued that Listening in L2/FL looked at the reading skill as an "idol" ; when we read we employ critical reading ! the crucial question may therefore be why we are not critical listening ? On other word , why teachers can not /or would not teach the students how to listen "CRITICALLY".
Long time ago, Lundsteen (1963) found that elementary school children could listen critically with appropriate instruction; recently though Vandergrift & Goh(2012) suggested stages in the Metacognitive Pedagogical Sequence for listening structure.(see or read the main introduction in this blog.
One more thing, Rost(2011)wrote about a balanced method teaching listening, one of the key elements is to "provide a lot of accessible input for learners, in a variety of audio, video and interactive media. Use text support to enhance the input( the listening materials)and promote comprehension. I think this what it call "Extensive Listening".This is one of the reason I created this Blog. (please note that I am only collecting the materials but I am not the creator of these materials, hence big thank you for the creators)However, The question remain is how to go about listening?
Well, here is a guide prepared for you that is you might want to follow .(in the classroom or with a partner outside classroom)
Critical listening will fit nicely in stage E.
Now click on a link you like (on the left /written in Arabic ) and apply this listening guide:
A. Write down
five main ideas that you think will be mentioned in the text:
1-------------------------------------------------------------------------------------------
2------------------------------------------------------------------------------------------
3-----------------------------------------------------------------------------------------
4-----------------------------------------------------------------------------------------
5------------------------------------------------------------------------------------------
B. Discuss
your prediction with a partner and then write down at least two more ideas that
your partner included in his/her list of predictions and that you consider
logical possibilities:
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7------------------------------------------------------------------------------------------
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
Ideas
not predicted but were mentioned
|
Other ideas
|
8---------------------------------------------------------
9---------------------------------------------------------
10---------------------------------------------------------
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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:
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2--------------------------------------------------------------------------------------------------------------------------------
3--------------------------------------------------------------------------------------------------------------------------------
4--------------------------------------------------------------------------------------------------------------------------------
5-------------------------------------------------------------------------------------------------------------------------------
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
Reflection and Goal-Setting
I was successful in anticipating -------ideas
What surprised me
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What I will do next
time---------------------------------------------------------------------------------------------------
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Source: (vandergrift & Goh (2012)
Rost (2011)
Welcome to teaching and researching second language (L2)foreign language (FL) Listening.
