Introducing metacognitive approaches to cultivate sustained self—directed language learning in the l
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1、Introducing metacognitive approaches to cultivate sustained selfdirected language learning in the l【Abstract】ListeningskillhaslongbeenconsideredasthemostdifficultskillamongthefourskillsofEnglishlearning.Inthepastdecades,anincreasinginteresthasbeenshownintheresearchofpromotingmetacognitiveawarenessin
2、listeningteaching.ThefirstpartoftheessayidentifiesanissueinlisteningcourseinChinawhermetacognitiveapproacheshaverarelyappliedtotheclassroomandmetacognitiveinstructionisabsent.Thesecondparttouchesuponthetheoriesofthemetacognitionandautonomy.Thethirdpartoftheessaydiscussessomewaystointroducemetacognit
3、iontolisteningcoursesinChineseuniversities.【Keywords】metacognitiveapproaches;autonomy;self-directed;Listeningcourses【作者簡介】邓林竹,湖南农业大学国际学院。1.IntroductiontotheIssueAsanEnglishteacherworkingwithuniversitystudentsinChina,mostourlisteningcoursesaretest-orientedCETBAND4,TOEFL,IELTS.Ivenoticedthatthemajorit
4、yofintermediatelevelstudentsinmylisteningclasseslacktheself-directedautonomouslearningabilitywhichisakeyobstacleontheirwaytolisteningmastery.Thislackofabilitycanbeshowninthefollowingaspects:Firstly,manystudentslackaclearideaofwhattheirownlisteningproblemsare,nottomentionknowinghowtodealwiththem,What
5、smore,manystudentsrelytoomuchonteachershopingthattheycanimpartthesecrettechniquestothemtoachievegoodmarksinexamssuchas,CETband4,or6,TOFEL,IELTSinshortamountoftime.However,giventhatclassesinChinaareusuallyconductedinalargesize45-50studentsormore,teachersareimpossibletomonitoreverystudentinandoutsideo
6、ftheclassroom,andcantcontroltheprocessoflisteningdrillsthatstudentshavedoneathome.Totrulyimprovestudentslisteningability,itisurgentforstudentstofindouttheirindividualyetmostefficientwaytoimprovetheirlisteningabilitybyconstantself-discoveries.Buthowcanteachersencourageandhelpstudentstopromotetheirsel
7、f-directedstudywithinandoutsideoftheclassroomtobecomegoodlisteners?Thesolutionsoftheissueinthisessayhavetwotheoreticalbases:metacognitionandautonomy.2.TheoreticalbasisEventhoughtheconceptofmetacognitionhasneverbeenconsistentlydefined,commonbasicunderstandingofthistermhasbeenreachedas“ourabilitytothi
8、nkaboutourownthinkingVandergriftGoh,2004p.84.Extensiveresearcheshaveshownthatitisveryimportanttopromotelistenersmetacognitiveawareness,especiallyfortheless-skilled.AndmetacognitiveapproachesandinstructionsbyteachersinlisteningclassesarestronglyrecommendedbyRobin,w2020.Onesignificantdimensionthatbrou
9、ghtbymetacognitionisthatitcannotonlyenhancethestudentsawarenessandbeliefsaboutlanguagelearningprocess,butalsocancultivateself-regulatedlearningPhilip,1996.3.PossiblesolutionsMysuggestiontoimproveautonomouslearninginlisteningcoursesforstudentsatintermediate-levelistointroducemetacognitiveapproachesin
10、tothefollowingthreeaspectsoflisteningteaching:curriculumarrangement,classroominstructionaswellasthepost-classroomhomework.3.1CurriculumarrangementTheadaptationsofcurriculumarrangementcanbeimplementedbyincorporatingquestionnaires,checklistsandgroupdiscussions.Morespecifically,asmallquestionnairecanbe
11、addedthreetimesatthebeginning,middleandtheendofthecurriculumarrangementtoconstantlyreinforcestudentsmetacognitiveawareness.Thisisdonebyfirstgivingasmalllisteningtesttostudents,andassoonastheyfinishit,aquestionnaireisaskedtobedoneastheircognitionabouttheirownlisteningprocessisstillretained.Thequestio
12、nnairethatIwouldliketorecommendistheMALQVandergriftetal,2020asitisshownatAppendix1.Thisquestionnaireisdesignedtoraisethemetacognitiveknowledgeofstudentsaboutperson,strategyandtaskknowledgeVandergriftGoh,2020.Besidesthequestionnaire,rightaftereachquestionnairethathasdone,asmallchecklistdesignedbymyse
13、lfinappendixII,containingthetoptenlisteningproblemsdiscoveredbyZeng2020canbefollowed.Thisproblem-identifyingchecklistcannotonlyhelpstudentsbecomemoreawareoftheirownlisteningproblems,butalsogiveteachersmoreideasaboutwhichlisteningproblemsshouldbethefocusofteaching.Inaddition,theprocess-baseddiscussio
14、nsrecommendedbyGohtobe“aspartofthecoursecurriculum2020,p.367abouthowtosolvelisteningproblemscanbeorganizedatleastthreetimesthroughouttheentirecurriculum.Theprocess-baseddiscussionshouldbeledbyteachersatfirstinsideclassroom,thengraduallymovetothestudents-organizedactivitiesafterclass.Bydoingso,studen
15、tscandiscovermoreaboutthemselvesandcanlearnfromeachothers.Theseadaptationstothecurriculumcanenhancestudentsself-awarenessoflisteningandbecomemoreautonomoustopracticelisteninginthelongrun.3.2ClassroominstructionClassroominstructioncanbeimprovedbyaddingsomemetacognitiveactivitiesinsideclassrooms.Since
16、manylisteningtestsincludingCETBand4,TOEFLrequirestudentstohavestrongabilityofpredictingthequestionsbeforeandduringthelistening.Forthepurposeofraisingmetacognitiveawarenessandencouragingself-directedstudies,Iwouldsuggestthatafterstudentshavealreadybeenexposedtocertainamountofpracticesandhavefamiliari
17、zedwiththetaskquestions,teachersmayorganizesomepredictingactivitiesinthepre-listeningstepinsidetheclassroomwhichcanhelpstudentstogainmoremetacognitiveknowledge.Forexample,teacherscanaskfivetosixstudentstolistentooneaudioforthenextclassathomeandtocreateonequestionrespectivelybasedonthelisteningmateri
18、alandbringitbacktotheclass.Intheclassroom,afterlisteningthedesignatedmaterial,theotherstudentsareaskedtodothedevisedquestions,atthesametime,studentswhocreatethequestionsareaskedtogivetheirreasonsforsettingupthequestions.Intheendtheoriginallysetquestionsfromthelisteningmaterialwillberevealedtomakeaco
19、mpareandaclassdiscussioncanbearrangedtoidentifythetaskpoints.Byencouragingintegratedactivitieslikethis,studentswillknowwhatandhowtolistentoandbecomemorefamiliarwiththecommontaskpointsinthelisteningtests,thusmoremetacognitivetaskknowledgewillbeacquired.3.3Post-classroomassignmentTofurtherreinforcethe
20、metacognitiveawarenessofstudentsandencourageautonomouslearningoutsideofclassroom,Irecommendintroducinglisteninglogaspartofpost-classroomassignmentforIbelievestudentscangainmuchpersonknowledgebyreflectingandtalkingtothemselves.Moreover,keepinglisteningdiariesorlogscanhelpstudentstoputwhattheyvelearne
21、dfromclassesintopractice.Gohonceobserved:“Diariescanencouragelearnerstothinkabouttheirownlisteningandconsiderwaysofimprovingthisskill1997p.367andthey“canalsostimulateawarenessoflisteningandgrowthinmetacognitiveawarenessandlisteningsuccessGoh,2004p.197.SinceIbelievedairyisantime-consumingundertaking,
22、studentsmayfeelreluctanttowriteitondailybasisbasedonmyunderstandingofstudents,Iwouldrecommendstudentstowriteorrecordlisteninglogsimmediatelyaftereverytimetheyfinishalisteningpracticeathome,beithomeworkorself-practice,atleast4timesaweek,throughouttheentirecoursesandhopefullythishabitswillcontinuetope
23、rformafterthecourses.Asregardstothecontent,teachersshouldinitiatesomepromptsforstudentstobeincludedintheirlogs,onthebasisof“theobjectivesofmetacognitiveinstructionadvocatedbyVandergriftGoh2004p.134.Itisnecessarytoincludereflectiononthreeaspects:1.howyoupredictthequestionsandwhatstrategieshaveyouused
24、duringthelistening;2.whatproblemshaveyouencounteredduringthelistening,whatmightthesolutionstothem?3.Whathaveyoulearnedthroughthislisteningpracticeandwhatsgoalforthenext?BykeepingthelisteninglogsasitissuggestedbyKemp,metacognitiveawarenesswillbeenhancesubstantiallyandindependentlisteningstudywillbegr
25、eatlyencouraged.Kemp,20204.ConclusionsInthisessay,Ihaveintroducedthemetacognitiveapproachesfromthreeaspects:thecurriculum,theclassroominstructionandtheafter-classassignmenttothelisteningteachinginChineseuniversities.Bydoingso,studentswithagoodmetacognitiveawarenesswillknowhowtoimprovetheirlisteninga
26、ndwilleventuallyachieveautonomouslearningabilityasaresult.References:【1】GOH,CandTAIB,Y.2020.metacognitiveinstructioninlisteningforyounglearnersELTJ,Vol.60no3,pp222-232.【2】GOH,C.1997.metacognitiveawarenessandsecondlanguagelisteners.ELTJVol.51no4,pp361-9.【3】KEMP,J.2020.TheListeningLog:motivatingautono
27、mouslearningELTJ,Vol.64no4,pp385-395.【4】PARIS,G.,WINOGRAD;,P.1990.Howmetacognitioncanpromoteacademicandcognitiveinstruction.InB.F.JonesL.idol;Eds.,Dimensionsofthinkingandcognitiveinstructionpp.15-51.Hllsdale,NJ:LawrenceErlbaum.【5】PHILIP.H.W.1996.Ametacognitiveviewofindividualdifferencesinself-regula
28、tedlearningLearningandIndividualDifferences,Vol.8no4,pp327-353.【6】ROBIN,W.2004TeachingandLearningSecondLanguageListening:metacognitioninActionELTJ,Vol.68no2,pp211-213.【7】VANDERGRIFT,LGOH;,C.M.2004Teachingandlearningsecondlanguagelistening:metacognitioninaction.London:Routledge.8VANDERGRIFT,L.,GOH,C.,MARESCHAL,C.,TAFOGHOHODTARI;,M.H.2020.ThemetacognitiveAwarenessListeningQuestionnaire:DevelopmentandValidation.LanguageLearning,Vol.56no3,pp431462.
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