Metacognition in L2 Listening: Clarifying Instructional Theory and Practice

Abstract

W ithin the framework of metacognition in second language (L2) listening, there has been a notable surge in the amount of research being conducted and published regarding the effects of metacognitive instruction. Nevertheless, despite this positive interest, it is becoming increasingly evident that there is an element of misunderstanding among researchers, reviewers, and scholars about what constitutes metacognitive instruction. Moreover, there is apparent confusion in a number of associated publications regarding the differences between metacognitive instruction and strategy instruction, a more well established strand of research which also targets aspects of metacognition in L2 listening. In light of these concerns, and with the aim of preventing such issues from being perpetuated in subsequent related publications, the author first briefly reviews the notion of metacognition in L2 listening. Next, with respect to strategy instruction and subsequently metacognitive instruction, the author illustrates how each is subsumed under the concept of metacognition and then clarifies what the given instructional approach entails, supported with examples of empirical studies, in order to highlight the manner in

Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets

“…After the intervention, the learner developed not only her metacognitive knowledge but also listening comprehension. It is important to note that metacognitive instruction differs from strategy instruction in that strategy instruction involves explicit teaching of strategies (e.g., how to use a dictionary) that are not necessarily designed to impact learners’ cognitive processing (see Cross, ).…”

Word Recognition from Speech, Syntactic Knowledge, Metacognitive Awareness, Self-Efficacy as determination for L2 Listening Comprehension

“…Additionally, metacognition lies as the heart of learneroriented L2 listening comprehension because it is fundamental to help learners involve more effectively with contribution and lead their overall listening development like language input they receive, manage their approach to listening, focus on the spoken message, and boost their performance on listening activity in and out of the classroom (Rahimirad & Shams, 2014). Research on metacognition in second language (L2) listening becomes positive interest among researchers, reviewers, and scholars (Cross, 2015) and some studies on learners' metacognition have exposed the important role of metacognitive knowledge in L2 listening performance (Vandergrift, et al, 2006;Goh & Hu, 2013;Bozorgian, 2014;Rahimi & Abedi, 2015;Vandergrift & Baker, 2015). Goh and Hu (2013) found that learners' metacognitive knowledge scores, their listening performance, and metacognitive awareness in listening were significantly correlated.…”

Explore Foreign Language Learners' Experiences Under a Metacognitive Listening Website

“…Recent years have seen increased attention on metacognitive instruction in second/foreign language listening research. Metacognitive instruction was vaguely defined in second language (L2) listening research and entangled with the strategy instruction (Cross, 2015). Cross (2015) unravelled the differences by pinpointing that metacognitive instruction aimed to develop the metacognitive knowledge and listening strategies, as opposed to the strategy instruction that mainly emphasized developing strategy use.…”

“…Metacognitive instruction was vaguely defined in second language (L2) listening research and entangled with the strategy instruction (Cross, 2015). Cross (2015) unravelled the differences by pinpointing that metacognitive instruction aimed to develop the metacognitive knowledge and listening strategies, as opposed to the strategy instruction that mainly emphasized developing strategy use. Thus, designing metacognitive instruction should involve reflective activities that could elicit learners' thinking on their metacognitive knowledge (Goh, 2008).…”

“…Thus, designing metacognitive instruction should involve reflective activities that could elicit learners' thinking on their metacognitive knowledge (Goh, 2008). Vandergrift (2004Vandergrift ( , 2007 ever proposed a pedagogical cycle -as a typical metacognitive listening model (Cross, 2015) involved learners through metacognitive processes of listening and peer discussion and reflection. In this way, the cycle could increase listeners' metacognitive knowledge and orchestration of the deployment of listening strategies.…”