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This study aims to investigate the instructional effect of metacognitive listening strategies on EFL college students' metacognitive listening strategy awareness as well as their perceptions of strategy instruction. This study uses a process-based approach for instruction of metacognitive strategies. The instruments in this study include a metacognitive awareness listening questionnaire (MALQ) and a stimulated-recall on MALQ. The results show that there is slightly positive effect of instruction though there is no statistically significant effect of listening strategy instruction on student's metacognitive listening strategy awareness. Plus, surprisingly, it is found that students are conscious of their metacognitive strategy use as they listen. It is suggested that teachers use various authentic listening text for fostering EFL college students' metacognitive listening strategy awareness.

Abstract-Many of the studies on L2 requesting behaviors have focused on L2 speakers' uses of request strategy types, lacking of explorations of various and complex pragmatic functions of requests. This study examined college EFL teachers' and students' requesting behaviors from a pragmatic perspective. Five teachers from different universities in Taiwan were invited to participate in the study. The study found that all teachers and students made direct and indirect requests and performed various pragmatic functions of requests. In direct requests, the teachers tended to use the imperative and locution derivable type, and in indirect requests, the query preparatory type. The students tended to use the locution derivable and query preparatory type. In pragmatic functions, all teachers made requests for information, confirmation, clarification, offer, control, advice, attention, ability, speculation, encouragement, and attention. The students made requests for clarification, want/need, permission, desire/wish, suggestion, help, curiosity, confirmation, offer, and advice. This study is of significance to provide a comprehensive understanding of the teachers' and students' language uses of requests as well as their performance of pragmatic functions in requests in the EFL classroom. Based upon the findings of the study, some pedagogical implications and suggestions are made.Index Terms-Requesting behavior, teacher request, student request, pragmatic functions of requests.

This study aims to examine college teacher-student interactional processes of making requests as well as how they respond to each other's requests in the English as a foreign language classroom. This study was part of a larger study of unpublished doctoral dissertation (Chen, 2015),in which five English classes from five Chinese-speaking EFL college teachers in central Taiwan were observed, video-taped, and audio-taped. Findings showed that students responded to teachers' requests by giving short or one-word answers, by keeping silent, or by using clarification requests, and teachers responded to their student's requests by giving answers and feedback and making more requests. Further analysis found that teacher-student interaction on making requests and responses were affected by social factors. This study has theoretically and pedagogically significance. EFL college students have limited ability in making appropriate requests (e.g. making a clarification request) and responses in English. It is suggested that teachers consider EFL classrooms as a social communicative context similar to the contexts outside the classroom, and besides pedagogical purposes, it implies that teachers need to make requests and responses for communicative purposes in the classrooms.

This study examined college EFL teachers’ beliefs in their making requests in the classrooms. In this study, the methods for data-collection included a questionnaire, classroom observation, and an in-depth interview. A pre-observation questionnaire was administrated for collecting the information on teacher belief in the use of request types, and why and when teachers made these requests. Five EFL teachers and one of their respective English classes at university in Taiwan were invited to participate in the present study. Over a 4-week period, a total of 40 sessions of teaching, 50 minutes each, were observed, video-taped, and audio-taped. Afterwards, an interview was conducted. The data collected were transcribed, coded, and analyzed. Findings showed that all teachers reported their uses of both direct and indirect requests. Also, all teachers made their requests for some specific reasons and at some specific point of time. It is suggested that teachers be aware of their uses of requests. Teachers’ awareness of their uses of different types of requests may help promote teacher-student interaction.