Chapter Six Conclusion
10. Note-taking
＊ Find L1 equivalents for selected key words
＊ Translate a sequence of utterances 8. Fixation (Focusing attention on
understanding a small part of text)
＊ Stop to think about the meaning of words or parts of the input
＊ Memorize/ repeat the sounds of unfamiliar words
Cognitive
9. Summariztion
＊ Organise important information in my mind
10. Note-taking
＊ Write down key words and concepts while listening
Ⅱ.(Based on Vandergrift 1997) Metacognitive strategies
1.Planning
--
Developing an awareness of what needs to be done to accomplish a listening task, developing an appropriate action plan and/or appropriate contingency plans to overcome difficulties that may interfere with successful completion of the task.1 a. Advance organization Clarifying the objectives of an anticipated listening task and/or proposing strategies for handling
it.
I read over what we have to do.
I try to think of questions the teacher
is going to ask.
1 b. Directed attention: Deciding in advance to attend in
general to the listening task and to
ignore irrelevant distractors;
I listen really hard.
I pick out the words that are familiar
so that ... (in combination with inferencing)
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maintaining attention while
listening.
1c. Selective attention Deciding to attend to specific aspects of language input or situational details that assist in understanding and/or task completion.
I listen for the key words. I establish the
speakers in the conversation, their
relationship by tone of voice, how they
will address each other. This will limit
the topics of discussion (in combination
with planning, voice inferencing, and elaboration) Id. Self-management: Understanding the conditions
that
help one successfully accomplish listening tasks and arranging for the
presence of those conditions.
I try to get in the frame of mind to
understand French.
I put everything aside and concentrate on what she is saying!
2. Monitoring:
Checking, verifying, or correcting one‟s comprehension or performance in the course of a listening task.
2a. Comprehension monitoring: Checking, verifying, or correcting
one‟s understanding at the local level.
I translate and see if it sounds right
(in combination with translation).
I just try to put everything together,
understanding one thing leads to understanding another.
2b. Auditory monitoring: Using one‟s “ear” for the language
(how something sounds) to make decisions.
I use my knowledge of Portuguese,
primarily sound (in combination with
transfer).
I use the sound of words to relate to
other words I know.
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2c. Double-check monitoring: Checking, verifying, orcorrecting
one‟s understanding across the task
or during the second time through
the oral text.
I might catch it at the end and then
I‟d go back.
Sunny in the morning, that‟s not making sense ...( earlier) it sounded
like a cold front, something doesn‟t
make sense to me any more.
3. 3. Evaluation: Checking the outcomes of one‟s listening comprehension against an internal measure of completeness and accuracy
3a. Performance evaluation Judging one‟s overall execution of the task.
How close was I? (at end of a think-aloud report).
3b. Strategy evaluation Judging one‟s strategy use. I don‟t concentrate too much to the
point of translation of individual
words because then you just have a
whole lot of words and not how they‟re strung together into some
kind of meaning.
4. Problem identification:
Explicitly identifying the central
point needing resolution in a task or
identifying an aspect of the task that
hinders its successful completion.
I‟m not sure but “partager” and I‟m
not really sure what that means.
I think that kind of has something to
do with that.
Music, there is something, ...”
des jeux”,
I don‟t know what that is.
Cognitive strategies
1. Inferencing: Using information within the text or conversational context to guess the meanings of unfamiliar language items associated with a listening task, to predict outcomes, or fill in missing information.
la. Linguistic inferencing Using known words in an utterance
to guess the meaning of
I use other words in the sentence.
[ try to think of it in context and
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lb. Voice and paralinguistic inferencing:
Using tone of voice andlor paralinguistics to guess the meaning
of unknown words in an utterance.
I listen to the way the words are said.
I guess, using tone of voice as a clue.
Ic. Extralinguistic inferencing: Using background sounds and relationships between speakers in
an oral text, material in the response
sheet, or concrete situational referents to guess the meaning of
unknown words.
I guess on the basis of the kind of
information the question asks for.
I comprehend what the teacher chooses to write on the board to clarify what she is saying.
le. Between parts inferencing: Using information beyond the local
sentential level to guess at meaning.
Because in the beginning she said
“course,” so maybe it was, maybe it
was a race ... may be a horse race ...
You pick out things you do know
and in the whole situation piece it
together so that you do know what it
does mean.
2. Elaboration—Using prior knowledge from outside the text or conversational context and relating it to knowledge gained from the text or conversation in order to predict outcomes or fill in missing information.
2a. personal elaboration Referring to prior experience personally.
I think there is some big picnic or a
family gathering, sounds like fun, I
don‟t know ...
You know ... maybe they
‧
missed each other,
because that happens to me lots we just
miss accidentally and then you call
up and say, “Well, what happened?”
2b. World elaboration: Using knowledge gained from experience in the world.
Recognizing the names in sports helps you to know what sport they
are talking about.
I use the topic to determine the words that I will listen for (in combination with selective attention).
2c. Academic elaboration: Using knowledge gained in academic situations.
[I know that] from doing telephone
conversations in class.
I relate the word to a topic we‟ve studied.
I try to think of all my background
in French.
2d. Questioning elaboration: Using a combination of questions
and world knowledge to brainstorm
logical possibilities.
Something about sixty-one, restaurant, sixty-one. Maybe it‟s the
address.
Um, he said he started, probably fixing up his apartment, something
about his apartment. Probably just
moved in, um, because they‟re fixing
it up.
2e. Creative elaboration: Making up a story line, or adopting
a clever perspective.
Sounded like introducing something,
like it says here is something but I
can‟t figure out what it is, it
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introducing some person or something.I guess there is a trip to the Carnival
in Quebec so maybe it is like something for them to enter a date,
to write. or draw ...
2f. Imagery: Using mental or actual pictures or
visuals to represent information;
coded as a separate category but viewed as a form of elaboration.
I can picture the words in my mind.
I make pictures in my mind for words I know, then I fill in the picture that‟s missing in the sequence
of pictures in my mind.
3. Summarization Making a mental or written summary
of language and information presented in a listening task.
I remember the key points and run
them through my head, “what happened here and what happened
here” and get everything organized
in order to answer the questions.
4. Translation: Rendering ideas from one language
to another in a relatively verbatim
manner.
I translate.
I’II say what she says in my head, but in English.
A little voice inside me is translating.
I try to relate the words to English.
5. Transfer: Using knowledge of one
language
(e.g., cognates) to facilitate listening
in another.
I use my knowledge of other languages: English to understand German and Portuguese
(primarily
sound) to understand French.
6. Repetition: Repeating a chunk of language (a
word or phrase) in the course of
I sound out the words.
I say the word to myself.
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performing a listening task.
7.Resourcing: Using available reference sources of
information about the target language, including dictionaries, textbooks, and prior work.
I look it up in a dictionary.
I look in the back of the book.
8. Grouping Recalling information based on grouping according to common attributes.
1 try to relate the words that sound
the same. (in combination with auditory monitoring).
I break up words for parts I might recognize.
9. Note-taking: Writing down key words and concepts in abbreviated verbal, graphic, or numerical form to assist
performance of a listening task.
I write down the word.
When I write it down, it comes to my mind what it means.
10. Deduction: Consciously applying learned or self-developed
rules to understand the target language.
I use knowledge of the kinds of words such as parts of speech.
11.Substitution: Selecting alternative approaches, revised plans, or different words or
phrases to accomplish a listening task.
I substitute words, translate and see
if it sounds right (in combination with translation and
comprehension monitoring).
Social-affective Strategies
1.Questioning for clarification: Asking for explanation, verification,
rephrasing, or examples about the
language and/or task; posing questions to the self.
I‟ll ask the teacher.
I‟ll ask for a repeat.
I ask someone who knows the word.
2. Cooperation: Working together with someone other than an interlocutor to solve a
I ask a friend.
I ask the person next to me.
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problem, pool information, check a
learning task, model a language activity, or get feedback on oral or
written performance.
3. Lowering anxiety: Reducing anxiety through the use of
mental techniques that make one feel
more competent to perform a listening task.
I think of something funny to calm
me down.
I take deep breaths.
4. Self-encouragement: Providing personal motivation through positive self-talk and/or arranging rewards for oneself during
a listening activity or upon its completion.
I try to get what I can.
O.K. ... my hunch was right.
I tell myself that everyone else is probably having some kind of problem as well.
5. Taking emotional temperature:
Becoming aware of, and getting in
touch with one‟s emotions while listening, in order to avert negative
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Appendix C
Listening Strategy List (adapted from Chen, (2009); Vandergrift, (1997). )
Category Strategy Definition
Metacognitve 1. Planning Preparing mentally and
physically for a listening task before it.
1.1 Advance organizer ＊Previewing content.
＊Clarifying the objectives of an
anticipated listening task and/ or proposing
strategies for handling it.
1.2 Directed Attention Deciding in advance to attend in general to the listening task and to avoid irrelevant distractors.
1.3 Selective attention Decide in advance to listen for specific aspects of input.
2. Evaluation Check the outcome of one‟s listening
comprehension including accuracy, completeness and acceptability after listening.
Cognitive Bottom-up processing
1. Listening for details Understanding each word
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with note-taking and detail
2. Words detection Read the script after listening
Top-down processing
1. Listening for gist Listening for the main idea first.
2. Inference Using information within the text to guess the meaning of unfamiliar items in listening task including using known words, using tone of voice, using contextual clues, using visual clues.
3.Elaboration--imagery Using mental or actual pictures or visuals to represent information.
4.Prediction Anticipating the contents of a text)
4.1 Anticipate general contents(global) 4.2 Anticipate details
while listening(local)
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Social & affective 1. Cooperation Working together with someone to solve a problem.
2. Questioning for clarification
Asking the teacher for explanation or clarification.
3. Confidence Building (Encouraging oneself)
Lowering anxiety and using self encouragement