The Relationship between Metacognitive Strategies Awareness and Listening Comprehension of Non-Iranian Advanced Level Persian Language Learners

Document Type : Research

Authors

1 Assistant Professor of Teaching Persian Language, IKIU, Qazvin, Iran.

2 Assistant Professor of Teaching Persian Language, IKIU, Qazvin, Iran

Abstract

One of the challenges of second language learners is listening comprehension. In this context, Field (2008: 4) says that if we ask many language learners to determine the relative difficulty of the four language skills, many of them consider listening to be the area in which they feel most insecure. Various reasons have been mentioned as to why listening skill, or in other words, the process of listening in a second language, is considered difficult and challenging (e.g., see Brown and Yule, 1983; Field, 2008). Considering these challenges, one solutions to facilitate the listening process for language learners is to change their listening status from a passive listener to an active listener.
Goh (2014: 73) defines an active listener as someone who uses a range of skills and strategies to direct and manage their listening processes according to their communication goals. Regarding "listening skills", Rost (1990; cited in Lynch and Mendelson, 2010: 185) mentions two categories: enabling skills and enacting skills. He considers the first category to be the skills that are used to perceive what the speaker is saying and interpret the intended meaning (such as recognizing the prominences within utterances and inferring implicit information), and the second category to be the skills that play a role in responding appropriately to the message or text. The second component that exists in the definition of an active listener is Strategy. In a general definition, strategy can be seen as a method of facing a problem. In the context of the present research, strategy can be a method or a tactic used by language learners for encountering listening texts, either in one-way (non-participatory) or two-way (interactive or participatory) listening contexts.
Strategies are generally divided into three categories: cognitive, metacognitive, and social/emotional. Metacognitive strategies are those strategies that direct attention to the input and coordinate various cognitive processes (Goh, 2014: 73). According to Anderson (2005: 758), attention has been paid to the role of strategies in second language learning since the mid-1970s. This attention to strategies in language teaching can be understood from the emergence of two approaches in the context of teaching methodology that have given a central role to strategies: Styles and Strategies-Based Instruction (SSBI) and Cognitive Academic Language Learning Approach (CALLA). Regarding these, it is naturally expected that the more language learners use strategies for listening and understanding, and in fact, the more they focus their listening on strategies, the more comprehending and interpreting of the listening messages and speech interactions or one-way listening will be achieved. Therefore, it is necessary to get information about the language learners’ level of awareness of different strategies and their application.

Keywords

Main Subjects

References

  1. Al-Alwan, A., Asassfeh, S. & Al-Shboul, Y. (2013). EFL learners' listening comprehension and awareness of metacognitive strategies: How are they related? International Education Studies, 6(9), 31-39. https://doi.org/doi.org/10.5539/ies.v6n9p31
  2. Alizadeh Oghyanous, P. & Khabiri, M. (2017). The effect of teaching metacognitive listening strategy during shadowing activity on field-dependent and field-independent EFL learners’ listening comprehension. The Journal of English Language Pedagogy and Practice, 10(21), 1-28. https://sid.ir/paper/181299/en
  3. Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed), Handbook of research in second language teaching and learning (pp. 757-772). Lawrence Erlbaum Associates. https://doi.org/10.12691/education-2-9-17
  4. Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice. Oxford University Press. https://doi.org/10.2307/328718
  5. Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford University Press. https://doi.org/10.1191/0265532203lt268xx
  6. Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Notices, 2012(1), 734085. https://doi.org/10.5402/2012/734085.
  7. Brown, G. & G. Yule. )1983(. Teaching the spoken language. Cambridge University Press. https://assets.cambridge.org/97805212/73848/excerpt/9780521273848_excerpt.pdf
  8. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1–47. https://www.researchgate.net/profile/Merrill-Swain/publication/31260438_
  9. Canale, M. (1983a). From communicative competence to communicative language pedagogy. In Richards, J. C. and Schmidt, R. W. (Eds), Language and communication (pp. 2-27). Longman. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=1893385
  10. Canale, M. (1983b). On some dimensions of language proficiency. In Oller, J. W. (Ed.), Issues in language testing research (pp. 333–342). Newbury House. https://www.researchgate.net/publication/251231685_
  11. Carrell, P. L. & Grabe, W. (2010). Reading. In Schmitt, N. (Ed.), An Introduction to Applied Linguistics (2nd ed., pp. 215-231). Arnold. https://doi.org/10.1016/j.linged.2011.05.003
  12. Celce-Murcia, M., Dӧrnyei, Z. & Thurrell, S. (1995). Communicative competence: a pedagogically motivated model with content specifications. Issues in Applied Linguistics, 2, 5-35. https://doi.org/10.5070/L462005216
  13. Chamot, A. U. & O’Malley, J. M. (1986). The cognitive academic language learning approach: An ESL content-based curriculum. National Clearinghouse for Bilingual Education. https://doi.org/10.2307/3586733
  14. Cresswell, A. (2000). Self-monitoring in student writing: developing learner responsibility. ELT Journal, 54(13), 235-244. https://doi.org/10.1093/elt/54.3.235
  15. Ehrich, J. F. & Henderson, D. B. (2018). Rasch analysis of the metacognitive awareness listening questionnaire (MALQ). International Journal of Listening, 1-13. https://doi.org/0.1080/10904018.2017.1418350
  16. Field, J. (2008). Listening in the language classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511575945
  17. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911. https://doi.org10.1037/0003-066X.34.10.906
  18. Mehrdad, A. G., Ahghar, M. R., & Ahghar, M. (2012). The effect of teaching cognitive and metacognitive strategies on EFL students' reading comprehension across proficiency levels. Procedia-Social and Behavioral Sciences, 46, 3757-3763. https://doi.org/10.1016/j.sbspro.2012.06.142
  19. Goh, C. C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232. https://doi.org/10.1093/elt/ccl002
  20. Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75. http://dx.doi.org/10.1016/S0346-251X(99)00060-3
  21. Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language awareness, 23(3), 255-274. https://doi.org/10.1080/09658416.2013.769558.
  22. Goh, C. C. M. (2014). Second language listening comprehension: Process and pedagogy. In Celece-Murcia, M., Brinton, D. M. & Snow, M. A (Eds), Teaching English as a second or foreign language (4th edition, pp. 72-89). National Geographic Learning. https://hdl.handle.net/10497/26936
  23. Haghighi, M., Rashtchi, M., & Birjand, P. (2019). Developing and validating a questionnaire to assess strategic competence in EFL listening performance: A structural equation modeling approach. Research in English Language Pedagogy (RELP), 7(2), 336-362. https://doi.org/10.30486/relp.2019.665886
  24. Johnson, K. & Johnson, H. (Eds.) (1999). Encyclopedic dictionary of applied linguistics. Blackwell Publishers Ltd. https://ia601607.us.archive.org/6/items/ilhem_20150414_1522/[Keith_Johnson,_Helen_Johnson]_Encyclopedic_Dictio.pdf
  25. Karimi, A. (2014). Applying listening comprehension strategies: A case study of pre-university learners Persian language learners. Journal of Teaching Persian Language to Non-Persian Speakers, 3(2), 69-102. [In Persian]
  26. Kassem, H. M. (2015). The relationship between listening strategies used by Egyptian EFL college sophomores and their listening comprehension and self-efficacy. English Language Teaching, 8(2), 153-169. https://doi.org/10.5539/elt.v8n2p153
  27. Lv, F. & Chen, H. (2010). A study of metacognitive-strategies-based writing instruction for vocational college students. English Language Teaching, 3(3), 136-144. https://doi.org/10.5539/elt.v3n3p136
  28. Lynch, T. & Mendelson, D. (2010). Listening. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 180-196). Hodder & Stoughton Ltd. https://doi.org/10.1016/j.linged.2011.05.003
  29. Macaro, E. (2009). Developments in language learner strategies. Contemporary applied linguistics: Language teaching and learning, 1, 10-36.
  30. Maleki B. (2005) The effects of teaching cognitive and metacognitive strategies in increasing the learning and retention of different school texts. Advances in Cognitive Sciences, 7(3), 42-50. http://icssjournal.ir/article-1-165-fa.html [In Persian]
  31. Martínez-Flor, A. & Usó-Juan, E. (2006). Towards acquiring communicative competence through listening. In Usó-Juan E. & Martínez-Flor, A. (Eds), Current trends in the development and teaching of the four language skills (pp. 29-46). Mouton de Gruyter.
  32. Mehdi Akhgar, S., & Ameri, M. H. (2016). Investigation of the effect of teaching self-regulation strategies (cognitive and metacognitive and resource management) on motivational beliefs in physical education students of Urmia. Paper presented at The 4th International Conference on Physical Education and Sports Sciences. Tehran [In Persian].
  33. Mendelson, D. J. (2006). Learning how to listen using learning strategies. In In Usó-Juan E. & Martínez-Flor, A. (Eds.), Current trends in the development and teaching of the four language skills (pp. 76-89). Germany: Mouton de Gruyter.
  34. Namaziandost, E., Neisi, L., Mahdavirad, F. & Nasri, M. (2019). The relationship between listening comprehension problems and strategy usage among advance EFL learners. Cogent Psychology, 6(1), 1691338. https://doi.org/10.1080/23311908.2019.1691338
  35. O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P. & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557-584. https://eric.ed.gov/?id=EJ325379
  36. Oxford, R. L. (2018). Language learning strategies. In Burns, A. & Richards, J. C. (Eds.), The Cambridge guide to learning English as a second language (pp. 81-90). Cambridge University Press.
  37. Panahandeh, E. & Esfandiari-Asl, S. (2014). The effect of planning and monitoring as metacognitive strategies on Iranian EFL learners' argumentative writing accuracy. In International Conference on Current Trends in ELT, Procedia-Social and Behavioral Sciences, 98, 1409–1416. https://doi.org/10.1016/j.sbspro.2014.03.559
  38. Rahimi, M. & Abedi, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. International Conference on Current Trends in ELT, Procedia-Social and Behavioral Sciences, 98, 1454–1460. https://doi.org/10.1016/j.sbspro.2014.03.565
  39. Rahimi, M. & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28, 1153–1161. https://doi.org/10.1016/j.chb.2012.01.025
  40. Rahimian, J. & Sedighifar, Z. (2019). Academic Achievement and Self-Regulation Strategies For Learning Persian as a Second Language. Journal of Teaching Persian to Speakers of Other Languages, 8(2), 3-20. [In Persian] https://doi.org/10.30479/jtpsol.2019.9009.1382
  41. Rahimirad, M. & Shams, M. R. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162-176. https://doi.org/10.1080/10904018.2014.902315
  42. Rashtchi, M. & Khani, P. (2010). Improving EFL learners’ oral proficiency through metacognitive strategy instruction. JELS, 1(4), 137-156. https://journals.iau.ir/article_510809_bb2b97c39be1aee9f08c85a0adbc0a37.pdf
  43. Renzhi, Y. (2012). Improving English listening self-efficacy of Chinese university students- influences of learning strategy training with feedback on strategy use and performance [Master’s theses, Durham University]. http://etheses.dur.ac.uk/3503/
  44. Richards, J. C. & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Pearson Education Limited. https://doi.org/10.4324/9781315833835
  45. Rost, M. (2006). Areas of research that influence L2 listening instruction. In In Usó-Juan E. & Martínez-Flor, A. (Eds.), Current Trends in the Development and Teaching of the Four Language Skills (pp. 47-74). Mouton de Gruyter. https://doi.org/10.1515/9783110197778.2.47
  46. Sheorey, R. & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 1-19. https://doi.org/10.1016/S0346-251X(01)00039-2.
  47. Shirani-Bidabadi, F. & Yamat, H. (2011). The relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English Language Teaching, 4(1), 26-32. https://doi.org/10.5539/elt.v4n1p26
  48. Sotoude nama, E. & Taghipour, F. (2010). On the relationships among motivation, metacognitive awareness of listening strategies and listening proficiency of Iranian EFL learners. Zabanpazhuhi (Journal of Language Research), 1(2), 25-52. https://doi.org/10.22051/jlr.2014.1041 [In Persian]
  49. Tafaroji-Yeganeh, M. (2013). Metacognitive listening strategies awareness in monolingual versus bilingual EFL learners. Akdeniz Language Studies Conference (2012), Procedia-Social and Behavioral Sciences, 70, 1787–1793. https://doi.org/10.1016/j.sbspro.2013.01.254
  50. Usó-Juan, E. & Martínez-Flor, A. (Eds.). (2006). Current trends in the development and teaching of the four language skills. Mouton de Gruyter. https://www.redalyc.org/pdf/2870/287024055012.pdf
  51. Vakilifard, A. & Khaleghizade, S. (2012). The relation between gender and using learning strategies for Persian language as a second language. Journal of Teaching Persian to Non-Persian Speakers, 1(1), 25-60. [In Persian]
  52. Vandergrift, L. & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
  53. Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89. http://dx.doi.org/10.1093/applin/amh039
  54. Vandergrift, L. (2011).Second language listening; presage, process, product, and pedagogy. In Hinkel, E. (Ed), Handbook of research in second language teaching and learning (Vol. II, pp. 455-471). Taylor & Francis e-Library.
  55. Vandergrift, L., Goh, C. C. M., Mareschal, C. J. & Tafaghodtari. M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431–462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
  56. Young, R. F.  (2011). Interactional competence in language learning, teaching, and testing. In Hinkel, E. (Ed), Handbook of research in second language teaching and learning (Vol. II, pp.426-443). Taylor & Francis e-Library. https://dokumen.pub/the-routledge-handbook-of-second-language-acquisition-and-pragmatics-first-edition-0815349769-9780815349761.html
  57. Zarrabi, F. (2020). Investigating the relationship between learning style and metacognitive listening awareness. International Journal of Listening, 34(1), 21-33. https://doi.org/10.1080/10904018.2016.1276458

Files

Share

How to cite

Statistics