Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development
作者： Volker Hegelheimer , Anne O’Bryan
DOI:
关键词:
摘要: Although research in the area of listening processes and strategies is increasing, it still remains least understood researched four skills (Vandergrift, 2007). Based on comprehension, task design strategies, this article uses a mixed methods approach to shed light development intermediate English as second language (ESL) students’ strategy use awareness over course one semester. Specifically, we investigate complexities by level proficiency (low-intermediate high-intermediate), impact repetition metacognitive awareness.
aclacaal.org 参考文章(39)
Andrew D. Cohen, Verbal Reports as a Source of Insights into Second Language Learner Strategies. Applied Language Learning. ,vol. 7, pp. 5- 24 ,(1996)
Peter Smagorinsky, None, Speaking about writing : reflections on research methodology Sage Publications. ,(1994)
Catherine. Mareschal, A cognitive perspective on the listening comprehension strategies of second language learners in the intermediate grades University of Ottawa (Canada). ,(2002) , 10.20381/RUOR-14685
M. Hauck, Metacognitive knowledge, metacognitive strategies, and CALL Lawrence Erlbaum. ,(2005)
Andrew D. Cohen, Strategies in Learning and Using a Second Language ,(1998)
Eva Dam Jensen, Thora Vinther, Exact repetition as input enhancement in second language acquisition Language Learning. ,vol. 53, pp. 373- 428 ,(2003) , 10.1111/1467-9922.00230
Michael Rost, Teaching and Researching Listening ,(2001)
John R. Anderson, The Architecture of Cognition ,(1995)
John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches ,(1966)
Alison Jayne Mackey, S.M. Gass, Second Language Research: Methodology and Design ,(2021)