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Title: Reconceptualising second language oracy instruction: Metacognitive engagement and direct teaching in listening
Authors: Goh, Christine Chuen Meng
Keywords: Listening and speaking
oracy instruction
direct teaching
Issue Date: 2014
Citation: Goh, C. C. M. (2014). Reconceptualising second language oracy instruction: Metacognitive engagement and direct teaching in listening. The Asian Journal of English Language and Pedagogy, 2(1), 1-31.
Abstract: The value of listening and speaking (oracy) competence for English language learners is not limited to day-to-day communication. L2 oracy is essential for academic learning, creative and critical thinking, collaboration and innovation in our globalised world of the 21st century. At a more fundamental level, listening and speaking are essential to the process of language acquisition, as they strengthen language learners’ overall development of the English language regardless of their age or learning circumstances. In this article, I suggest that we should review approaches to listening and speaking instruction and call for it to be reconceptualised so that language learners can be personally involved in understanding, enhancing and managing their learning processes in a holistic manner. I also propose including more direct teaching of L2 listening and speaking through well-structured lessons and metacognitive activities to enable learners to observe their learning processes and examine elements of language and discourse required for successful completion of oracy learning tasks. This enhanced conception of L2 oracy instruction will rely heavily on teachers’ ability and commitment to make teaching explicit and scaffold processes of learning. Underpinning my discussion is the key role of metacognition in language learning.
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