Ch. 7 activities for metacognitive instruction
Transcript of Ch. 7 activities for metacognitive instruction
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Ch. 7 Activities for Metacognitive Instruction
Presenter: Chaewon LimChung-Ang University
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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!!!
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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
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Introduction
Metacognitive pedagogical sequence
PredictionsCheck
PredictionsDouble-check
Evaluations
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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.
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Integrated.. Experiential Listening Tasks
Teacher-led Discussions
SDLGuide
PerceptionActivities
Self-Directe
d Listenin
g
Bottom-up Processing Skills
Sequence: Meaning- Form- Meaning Progression
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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!
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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
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Timing is everything!
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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).
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Now, “re”-petition is not boring!!
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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.
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Guided Reflections for Listening
Self-report Checklists
Graphs & Chartsfor
Emotional Temperature Listening Diaries
Process-basedDiscussions
Toolsfor
Reflections
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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
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Varying the Focusof Diary Entries (pp.133-135)
DIARY
Reflections
Self-evaluation
Thinking-aloud
Person
Task
Strategy
Focus1
Focus2
Focus3
Meta1
Meta2
Meta3
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Emotional Temperature Charts
What Benefits ??
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Emotional Temperature Charts
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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
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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)
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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!
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