Metacognitive strategy training for reading : developing second language learners' awareness of expository text patterns

1995 ◽  
Author(s):  
Dennis Charles Talbot
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Expository Text ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Metacognitive Strategy Training

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

Strategic Competence in an ELT Syllabus

2004 ◽  
Vol 145-146 ◽  
pp. 145-165 ◽  
Author(s):  
Ghaleb Ahmed Rabab'ah
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Strategy Training ◽  
Linguistic Knowledge ◽  
Teaching Methodology ◽  
Strategic Competence ◽  
Communication Problems

Abstract Communication strategies (CSs) are important in helping learners to communicate successfully when they are faced with a production problem due to their lack of linguistic knowledge. This paper aims to support the importance of developing second language learners’ strategic competence and making communication strategies part of an ELT syllabus. This paper first discusses the various definitions of strategic competence and communication strategies. Then it briefly presents various communication strategies used by second language learners to solve their communication problems. The major portion of this paper is devoted to strategy training and its advantages in language learning. Finally, the paper concludes with the importance of introducing tasks and activities on communication strategies in an EFL syllabus, and suggests ways of improving teaching methodology.

scholarly journals Effects of Metacognitive Strategy Training on Chinese Listening Comprehension

Languages ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 21
Author(s):  
Yanmei Liu
Keyword(s):  
Listening Comprehension ◽  
Proficiency Test ◽  
Second Language Learners ◽  
Cognitive Strategies ◽  
Metacognitive Awareness ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Training Time ◽  
Positive Effects ◽  
Metacognitive Strategy Training

In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive language training program. In contrast with the extant research, this study designed a metacognitive learning cycle model, including self-diagnosis, planning, monitoring, evaluation, regulation, and reflection strategies, as the content of the MST. Six classes, comprised of a total of 80 participants, were assigned into three groups: Self-directed, teacher-led, and control groups. The Metacognitive Awareness Listening Questionnaire and a listening comprehension test were administered as pre- and post-tests, in addition to a proficiency test as a post-test only. Results demonstrate no significant differences in metacognitive awareness development, listening performance gains, and proficiency test results among the three groups. The results do indicate that the self-directed MST better enhances development of students’ planning and evaluation awareness, and teacher-led MST workshops with special emphasis on the area of monitoring strategy will help students raise awareness. The findings of this study reveal that insufficient training time and MST without the integration of cognitive strategies do not yield significant effects. It is suggested that future MSTs should involve sufficient training time and effective follow-ups to ensure its positive effects. This study proposes that the effectiveness of MST could be improved by combining it with cognitive strategies training.

A longitudinal ERP study of language effects in beginning second language learners

2010 ◽  
Author(s):  
Katherine J. Midgley ◽  
Laura N. Soskey ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Effects
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