Abstract
This study seeks to determine the possible interactions between listening proficiency and the state of strategic self-awareness; second, and more importantly, to investigate the effects of learned strategies on listening comprehension and recall; and finally to describe the most common real-time listening comprehension problems faced by EFL learners and to compare the differences between learners with different listening abilities. After ten training sessions, an assessment was made to see whether or not well-learned strategies could provide students with ample opportunity to practice the comprehension and recall processes. The analyses of the data revealed the causes of ineffective low-level processing and provided insights to solve the problems of parsing. Moreover, the study reveals that explicit instruction of cognitive and metacognitive strategies is needed if a syllabus wishes to help learners improve their listening comprehension and become more-proficient at directing their own learning and development as L2 listeners.
Highlights
Listening is the skill with which many learners feel the most uncomfortable. Arnold (2000, p. 774) comments on how listening induces a noticeable load on learners, because of the pressure it places on them to process input rapidly
Foreign Language Learning (FLL) and Second Language Acquisition (SLA) research has witnessed a preponderance of studies that examine language acquisition under cognitive and information processing frameworks (Leow, 1997; Doughty and Williams, 1998; Field, 2003; Radwan, 2005; Graham, 2006; Ali, 2007)
Following Flavell's framework (1979), Wenden (1999:437) and Victori (1999:539) proposed three aspects for metacognitive knowledge: knowledge of person variables, what learners know about how humans in general learn, as well as what they know about how they as individuals learn; task variables, what learners know about the nature of a task and the demands it might make on their knowledge and skills; and strategy variables, learners’ knowledge of different strategies and their appropriate deployment
Summary
Listening is the skill with which many learners feel the most uncomfortable. Arnold (2000, p. 774) comments on how listening induces a noticeable load on learners, because of the pressure it places on them to process input rapidly. To check the reliability of the processing framework, this study has mainly focused on ways to explore the role of controlled language processes (i.e., awareness, cognitive and metacognitive strategies) in listening tasks. This study discusses several issues in language learning strategy research that affected a sample group of Iranian English learners These issues include: identification procedures of learning strategies, the effects of learner characteristics on strategy use, explicit and integrated strategy instruction, and application of strategies to the required tasks. To accomplish these issues, the research sought to explore the relationship between preferred language strategies, proficiency, and self-efficacy believes
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