Ch. 7 Activities for Metacognitive Instruction

Presenter: Chaewon LimChung-Ang University

Activities for Metacognitive Instruction

Point 1: Well-prepared prompts will 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!!!

Scenario

How different is Ms Fanaz’s approach to teaching listening from that of Aida’s previous English teachers?

A Handout Guide1) About existing

knowledge2) About

appropriate strategies to use for

her listening=> Focus on how to

listen

Prompts

Previous L Instructors

“Just listen more!”“Study hard!!”

Aida

Introduction

Metacognitive pedagogical sequence

PredictionsCheck

PredictionsDouble-check

Evaluations

Two Types of Metacognitive Instructional Activities

Type 1: Integrated experiential listening tasksTeacher can incorporate metacognitive awareness-raising tasks with L/C activities into the classroom.

Type 2: Guided reflections for listeningTeacher can provide learners with “metacognitive tools” which are used as stand-alone activities.

Integrated.. Experiential Listening Tasks

Teacher-led Discussions

SDLGuide

PerceptionActivities

Self-Directe

d Listenin

g

Bottom-up Processing Skills

Sequence: Meaning- Form- Meaning Progression

Meaning-Form-Meaning Progression

Listening Event

Teacher-led Class Instruction

Focus on raising awareness: Micro-level: sounds & prosody Macro-level: structure of the discourse

Rehearsing Shifting from strategies to skills

Re-listening => Enjoy!

Self-directed listening or viewing

Informal learning based 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

Timing is everything!

Getting back to the missing features during the post-listening will facilitate automatization of perceptual processing.

Post-listening Perception Activities

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).

Now, “re”-petition is not boring!!

Two Types of Metacognitive Instructional Activities

Type 1: Integrated experiential listening tasksTeacher can incorporate metacognitive awareness-raising tasks with L/C activities into the classroom.

Type 2: Guided reflections for listeningTeacher can provide learners with “metacognitive tools” which are used as stand-alone activities.

Guided Reflections for Listening

Self-report Checklists

Graphs & Chartsfor

Emotional Temperature Listening Diaries

Process-basedDiscussions

Toolsfor

Reflections

Listening Diaries

Keeping a listening 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

Varying the Focusof Diary Entries (pp.133-135)

DIARY

Reflections

Self-evaluation

Thinking-aloud

Person

Task

Strategy

Focus1

Focus2

Focus3

Meta1

Meta2

Meta3

Emotional Temperature Charts

What Benefits ??

Emotional Temperature Charts

Process-Based Discussions Group discussions can 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:IndividualReflection

Stage3:Self-Report

&Process-based

Discussion

Self-Report Checklists

Teacher-created prompts are 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)

Conclusion

Then, what specific methods or activities are you going to use for your metacognitive instructional sequence?

Teacher’s

Guidance

Learners’

Orchestration of

metacognitive

processesAutonomous Learners of listening!