The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills
Files
Published version
Date
2016
DOI
Authors
Harbaugh, Allen G.
Lacroix, Jennifer A.
Reed, Marnie
Version
Published version
OA Version
Citation
Lacroix, J., Reed, M., Harbaugh, A. (2016). The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills. In J. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Dallas, TX, October 2015 (pp. 76-87). Ames, IA: Iowa State University.
Abstract
This pilot study investigated the effect of semester-long strategy-based instruction on
learner beliefs and skills in the processing of aural input by adult learners of English as a
second language at metacognitive and procedural levels. The study addressed two
frequently encountered learner beliefs thought to impede L2 processing of aural input:
The little words aren’t important; intonation is merely decorative. Working on the
premise that learner beliefs underpin learner strategies for processing aural input and are
reflected in learner productive and receptive skills, pre- and post-instruction instruments
measured both learners’ awareness of connected speech processes and the functions of
intonation, and their ability to segment a continuous speech stream, and to process
utterances for speaker intent. Findings using repeated measures analysis of variance
support strategy-based metacognitive training in connected speech and stress and
intonation to promote listening skills awareness, aid word segmentation, and facilitate
understanding utterance content and intended meaning.