Un modelo de instrucción en estrategias: efectos sobre la competencia en comprensión auditiva

Assessing L2 listening in CALL and listening strategy use

“…When teaching a foreign language such as Spanish within the first three years of undergraduate studies, there is not always time in the classroom to teach listening strategies, especially if the textbook in use does not include a section to improve listening comprehension (LC). However, there are many studies about the importance of teaching listening strategies to help achieve comprehension (Nogueroles López & Blanco Canales, 2017;Roussel, 2011;Vandergrift, 2008), but the reality is that even when a textbook includes a section with listening strategies, not much time is devoted to help learners develop cognitive and metacognitive strategies. Instead, students read on their own the listening strategy section and practice their listening with online resources from the adopted textbook or external applications.…”

“…There are many research studies in L2 listening strategies in the classroom setting, but there is a scarcity of studies with online CALL settings (Chen et al, 2013). Previous research has focused on teaching, proficiency levels and reporting listening strategies in a classroom setting (Nogueroles López & Blanco Canales, 2017;Vandergrift, 2008). Roussel (2011) tracked the movements of the computer mouse while a learner listened to an aural text in order to represent L2 learners' listening strategies, reporting not only what learners say that they did, but what they really did.…”