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Metacognition in second language listening: Teaching listening, theorizing listening
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Type
Book chapter
Citation
Goh, C. C. M. (2018). Metacognition in second language listening: Teaching listening, theorizing listening. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Wiley. https://doi.org/10.1002/9781118784235.eelt0572
Abstract
Listening comprehension is the least visible process in second language teaching and learning. Teachers find it difficult to teach listening and listening activities used in language classrooms tend to be just practice activities. To make the teaching and learning of listening explicit, teachers should consider the concept of metacognition. Commonly referred to as thinking about thinking, metacognition enables teachers to help learners reflect on, analyze, critique, and evaluate cognitive, social, and affective processes involved in the learning of second language listening. The components of knowledge, strategy, and experience within the construct of metacognition provide teachers with a principled and comprehensive approach to planning listening lessons and guiding learners in their in and out-of-class listening development.
Date Issued
2018
ISBN
9781118784235 (online)
Publisher
Wiley