Metacognitive Listening Instruction in the Second Language Classroom (eBook, ePUB)
Integrating Theory, Method, and Practice
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This book addresses the gap between listening theory and practice by providing an outline of listening theory, offering practical listening methods, and presenting how metacognitive instruction can be integrated into real lesson practice. Applying these methods to teaching and learning can provide educators with the instructional guidance needed to offer their learners some tangibility in second language (L2) listening.Based on original research, the book includes descriptions and accounts of teachers' listening classroom practices to explain their teaching priorities and their teaching decisi...
This book addresses the gap between listening theory and practice by providing an outline of listening theory, offering practical listening methods, and presenting how metacognitive instruction can be integrated into real lesson practice. Applying these methods to teaching and learning can provide educators with the instructional guidance needed to offer their learners some tangibility in second language (L2) listening.
Based on original research, the book includes descriptions and accounts of teachers' listening classroom practices to explain their teaching priorities and their teaching decisions. Further, samples of listening lessons and learners' accounts of their listening experience provide additional insights into learning from listening. This book emphasizes the challenges that both teachers and learners face in the listening classroom and suggests metacognitive instruction as a remedy for these listening difficulties. It also outlines a four-stage pedagogic cycle including listening tasks and an additional journal component that integrates traditional teaching approaches and contemporary metacognitive methods.
This book is a useful resource for academics, scholars, educators, and curriculum designers in the field of applied linguistics, L2 language learning, and foreign language education.
Based on original research, the book includes descriptions and accounts of teachers' listening classroom practices to explain their teaching priorities and their teaching decisions. Further, samples of listening lessons and learners' accounts of their listening experience provide additional insights into learning from listening. This book emphasizes the challenges that both teachers and learners face in the listening classroom and suggests metacognitive instruction as a remedy for these listening difficulties. It also outlines a four-stage pedagogic cycle including listening tasks and an additional journal component that integrates traditional teaching approaches and contemporary metacognitive methods.
This book is a useful resource for academics, scholars, educators, and curriculum designers in the field of applied linguistics, L2 language learning, and foreign language education.
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