Presentation

The Effect of Metacognitive Strategy Instruction on L2 Learner Beliefs and Listening Skills

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Abstract

This pilot study investigated the effect of semester-long strategy-based instruction on learner beliefs and skills in the processing of aural input by adult learners of English as a second language at metacognitive and procedural levels. The study addressed two frequently encountered learner beliefs thought to impede L2 processing of aural input: The little words aren’t important; intonation is merely decorative. Working on the premise that learner beliefs underpin learner strategies for processing aural input and are reflected in learner productive and receptive skills, pre- and post-instruction instruments measured both learners’ awareness of connected speech processes and the functions of intonation, and their ability to segment a continuous speech stream, and to process utterances for speaker intent. Findings using repeated measures analysis of variance support strategy-based metacognitive training in connected speech and stress and intonation to promote listening skills awareness, aid word segmentation, and facilitate understanding utterance content and intended meaning.

How to Cite:

Lacroix, J. A., Reed, M. & Harbaugh, A. G., (2015) “The Effect of Metacognitive Strategy Instruction on L2 Learner Beliefs and Listening Skills”, Pronunciation in Second Language Learning and Teaching Proceedings 7(1).