Publication: A study of primary school learners' metacognitive awareness of second language listening comprehension
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Date
2003
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Abstract
This study investigated young L2 listeners' metacognitive awareness about listening comprehension and analysed the effectiveness of process-based discussions in developing students' metacognitive knowledge. Data was obtained from ten 12-year-old ESL students through two introspective methods : individual retrospection and group interviews.<br><br>In analysing the learners' metacognition, I applied Flavell's (1979) framework of metacognitive knowledge (person, task and strategy). My analysis, however, focused only on their task and strategic knowledge. From the study, a total of twenty-one factors were identified by these students. Of these factors, the top five most commonly reported by the students were explicitness of information, speech rate, physical factors, degree of difficulty of the questions and clarity of speech/articulation on speakers' part.<br><br>These students' also revealed much metacognitive awareness with regard to strategic knowledge. A total of twenty strategies were reported. From the list of strategies reported, I further categorised them into cognitive strategies, metacognitive strategies and socio-affective strategies. The effectiveness of process-based discussions in developing students' metacognitive knowledge is also examined.