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ERIC Number: EJ845980
Record Type: Journal
Publication Date: 2009
Pages: 30
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1481-868X
Using a Mixed Methods Approach to Explore Strategies, Metacognitive Awareness and the Effects of Task Design on Listening Development
O'Bryan, Anne; Hegelheimer, Volker
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v12 n1 p9-38 2009
Although research in the area of listening processes and strategies is increasing, it still remains the least understood and least researched of the four skills (Vandergrift, 2007). Based on research in listening comprehension, task design and strategies, this article uses a mixed methods approach to shed light on the development of four intermediate English as a second language (ESL) students' listening strategy use and awareness over the course of one semester. Specifically, we investigate the complexities of students' listening strategy use by level of language proficiency (low-intermediate to high-intermediate), the impact of repetition on listening strategies and the development of students' metacognitive awareness. (Contains 7 tables.)
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A