Ch. 7 activities for metacognitive instruction

Ch. 7 activities for metacognitive instruction

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  Presenter: Chaewon Lim Chung-AngUniversity
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  Point 1:Well-prepared promptswill facilitate L2 learners’ understanding of their own listening process. Point 2:The metacognitive approach for bottom-up processing skills should be valued. Point 3: Let the learners share their reflections with their peers or any others!!!
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   How differentis Ms Fanaz’s approach to teaching listening from that of Aida’s previous English teachers? A Handout Guide 1) About existing knowledge 2) About appropriate strategies to use for her listening => Focus on how to listen Prompts Previous L Instructors “Just listen more!” “Study hard!!” Aida
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   Metacognitive pedagogicalsequence Predictions Check Predictions Double-check Evaluations
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  Type 1: Integratedexperiential listening tasks Teacher can incorporate metacognitive awareness- raising tasks with L/C activities into the classroom. Type 2: Guided reflections for listening Teacher can provide learners with “metacognitive tools” which are used as stand-alone activities.
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  Teacher-led Discussions SDL Guide Perception Activities Self- Directed Listening Bottom-up Processing Skills Sequence: Meaning-Form- Meaning Progression
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  Listening Event Teacher-led ClassInstruction Focus on raising awareness:  Micro-level: sounds & prosody  Macro-level: structure of the discourse  Rehearsing  Shifting from strategies to skills Re-listening => Enjoy!
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   Informal learningbased on planning, monitoring, and evaluation (sample guide on p.131)  Self-directed listening guide: Re-listening + text-focused 1 ▪ Setting goals Individually customized prompts ▪ Preparing to Listen ▪ Evaluating how one listens ▪ Preparing to Listen again 2 3 4 Transcript
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  Getting back tothe missing features during the post- listening will facilitate automatization of perceptual processing. Good things come to those who wait !! One of the most debilitative challenges in L2 listening is lexical segmentation (Field, 2003). The speed and types of L2 speech affect the learners’ inability to make sound-script connections (Goh, 1999; 2000).
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  Type 1: Integratedexperiential listening tasks Teacher can incorporate metacognitive awareness- raising tasks with L/C activities into the classroom. Type 2: Guided reflections for listening Teacher can provide learners with “metacognitive tools” which are used as stand-alone activities.
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  Self-report Checklists Graphs &Charts for Emotional Temperature Listening Diaries Process-based Discussions Tools for Reflections
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   Keeping alistening diary will help learners focus their attention on what they implicitly know about their own listening abilities, behaviors, problems, and strengths (Goh, 1997; Kemp, 2010) • Structure or prompts on what or when to write. • Diary entries
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  DIARY Reflections Self-evaluation Thinking-aloud Person Task Strategy Focus1 Focus2 Focus3 Meta1 Meta2 Meta3
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  What Benefits ??
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   Group discussionscan replace content-focused listening activities or can be implemented as separate lessons. (On what strategies they used/ what skills and strategies are needed to complete the task) Stage 1: Listen & Answer Stage 2: Individual Reflection Stage3: Self-Report & Process-based Discussion
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   Teacher-created promptsare not enough!! =>When metacognitive knowledge is limited, reflections may be narrow in scope and repetitive.  See Figure 7.11 on p.140  Or See MALQ (Vandergrift et al., 2006)
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   Then, whatspecific methods or activities are you going to use for your metacognitive instructional sequence?