Diagnostic oriented approach to listening comprehension

Appendix B

.................... ............ Date: ... ... ... ... ... ... ... ... ... ension Name: ...... ening compreh st li r fo st li k ec Performance ch fter first listening

A n(s)? Guess? Reaso

V

tening Before second lis s? Other possibilitie

Question: ) Where? (setting? ?) e of day? season When? (time? tim p?) their relationshi Who? (speakers? d?) How? (tone? moo it about?) What? (What is nces?) ied) cular circumsta .................... s has been verif Why? (goal? parti when your gues ...........................

lumn ......... (check in this co ......................... ........................... V= Verification ........................... ........................... ... ... ... ... ... ... ...... ... ... ... ... ... ... ... ... ... ... sy: ........................... ............... What I found ea ........................... ........................... .... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .................. .................. ... ... ... ... ........................ ... ... ... ... ... ... .. ... ... ... ... ... ... ... ... ... ............ ............... fficult: ... ........................... What I found di ........................... ... ... ... ... . ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...... ............... ............... ........................... ........................... ........................... ... ... ... e: ... ... tim ... xt ... ne ... e ... th ... What I will do ........................... ........................... ........................... ergrift d from Source: Adapte

Type scale

Appendix re (MALQ) ng Questionnai ni te is L s es en Awar Meta-cognitive f/ perception 5 6 Strategy or belie 1 2 3 4 going to listen.

ad for how I am a plan in my he to listen, I have rt sta I re ng. fo Be 1. uble understandi t when I have tro tex e th on iting in French. er rd 2. I focus ha g, speaking, or wr ficult than readin re dif ing in French is mo 3. I find that listen

1

2

3

4

5

6

1

2

3

4

5

6

1

2

3

4

5

6

5

6

Language Learn

on Planning-evaluati n Directed attentio ge led Person know

Vand

462

Appendix C

994: 94), Larry

Mendelsohn (1

ing

2 3 4 ten. my head as I lis t understand. 1 4. I translate in the words I don’ of n g io nin 5 6 lat ea ns m tra the s Mental 1 2 3 4 derstand to gues away. e the words I un ht us I rig n 5. tio tra g en 5 6 in nc Problem-solv I recover my co 1 2 3 4 the topic. t y mind wanders, ou m ab n he nw W ko I 6. n 5 6 d with what Directed attentio 1 2 3 4 what I understan for me. listen, I compare I ge en As all 7. ch a is g 5 6 n in French Problem-solvin 1 2 3 4 ing comprehensio ten lis at th el d. fe an I ge 8. 5 6 lp me underst Person knowled 1 2 3 4 d knowlege to he y experience an tened to. m lis e us ve I ha 9. ay m I g 5 6 ilar texts that Problem-solvin 1 2 3 4 ing, I think of sim ten lis re fo Be . tion 10 5 6 Planning/evalua I listen. 1 2 3 4 e key words as lat ns tra I . 11 n. tio n 5 6 lose concentra Mental translatio 1 2 3 4 on track when I rrect. ck co t ba t no ge is it to at try th 12. I n 5 6 tion if I realize Directed attentio 1 2 3 4 just my interpreta e. differently next tim ten, I quickly ad to lis t I gh As mi . I at 13 wh g about 5 6 w I listened, and Problem-solvin 1 2 3 4 , I think back to ho 14. After listening n . tio 5 6 ch lua en Planning/eva 1 2 3 4 en I listen fo Fr stop listening. d t feel nervous wh an n’ up do I ve . gi 15 I ge 5 6 what I hear, Person knowled 1 2 3 4 lty understanding rds hen I have difficu eaning of the wo m W . e th 16 s es n gu e tio text to help m Directed atten neral idea of the 5 6 17. I use the ge 1 2 3 4 g in d. lv an -so rst de un t Problem n’ do I at th 5 6 , as I listen. 1 2 3 4 e word by word ng else that I lat hi ns yt er tra I ev . to 18 ck n rd, I think ba Mental translatio meaning of a wo 4 5 6 hen I guess the W es sense. . ak 19 m s es g gu n. 1 2 3 in y e if m Problem-solv el of comprehensio lev have heard, to se my th wi ied 5 6 self if I am satisf 1 2 3 4 riodically ask my pe I , ten lis I As . tion 20 Planning/evalua I listen. a goal in mind as tion 21. I have lua va g/e nin an Pl

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Chen, Y. (2005). Barri ers to Acquiring Listen ing Strategies for EFL Learners and Review of Applied Lin Their Pedagogical Im guistics 18, 81–101. plications. Retrieved 15 June fro Vandergrift, L. (1999 m: http://www.writing.b ). Facilitating Secon d Language erkeley. edu/TESl-EJ/ej32/a2.ht Listening Co mp reh ml. en sio n: Acquiring Successful Field, J. (1998). Skills Strategies. ELT Journa and Strategies: Towards l 53 (3), 168-176. a News Methodology for Listen Vandergrift, L. (2003). ing, ELT Journal, 52 Orchestrating Strategy (2), 109Use: Toward 118. a Model of the Skille d Second Language Listener, Goh, C. (1997). MetaLa nguage Learning, 53 (3) cognitive Awareness , 463-496. and Second Language Listeners’. EL Va nd erg rif t, L., Goh, T Journal, 51 (4), 361– C. C. M., Mareschal, 369. C. H, & Goh, C., & Taib, Y. (20 Ta fag ho dta ri, M. H. 06). Meta-cognitive Ins (2006). The Me tac og truction in nit ive Listening for Young Le Aw areness Listening Quest arners. ELT Journal, 60 ionnaire: Development (3), 221and 232. Validation, Language Learning, 56 (3), 431-4 62 . Lynch, T. (2002). Listen Vic tor i, M., & Lockhart,W ing: Questions of Level . (1995). Enhancing . In R. B. MetaKaplan. The Oxford Ha cognition in Self-directe ndbook of Applied Lin d Language Learning. Sys guistics tem, (pp. 39-48). Oxford: OU 23 , 223–234. P. Nunan, D. (1999). We nd en, A. (1998). MetaSecond Language Tea cognitive Knowledge ching and and Learning. Boston: Henil Language Learning. Ap e & Henile Publishers. plied Linguistics, 19, 51 5-5 Mendelsohn, D. (1998 37 . Wi lso n, M. (2003). Disco ). ‘Teaching Listening very Listening: Impro ’. Annual ving Perceptual Processing. ELT Journal, 57, 335– 343.

Appendix A Table 1. Vandergrift,

Goh, Mareschal, and Tafaghodtar (2006, P. Metacognitive knowled 434) ga about listening Metacognitive knowled

ge

Person knowledge

Examples form listening

Knowledge about ho w factors such as age, Self-concepts an d self-efficacy aptitude, gender, and lea rning style can influenc e about listening langauage learning. It also includes beliefs ab out Specific listening problems, causes, oneself as a learner. and possible solutions Task knowledge Knowledge about the pu

rpose,

the demands, and the na

ture of learning tasks.

Mental, affective and so

cial processes

involved in listening sk details, gist) needed for

ills (e.g., listening for

Strategy knowledge Knowledge about strate

gies that

are likely to be effectiv learning goals.

e in achieving

Foreign Language Teaching Journal

It also includes know completing ledge of the procedu res listening tasks. Fa ctors that influence involved in accomplis hing these tasks. listening (e.g., text, sp eaker) Ways of improving listening outside class General and specifi c strategies to facilit ate comprehension and co pe with difficulties Strategies appropriate for specific types of listening Ineffective strategies

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She believes that listening comprehension iers are associated with the learners’ consuming in listening comprehension barr nal factors such as their emotions, tasks and that saving time is crucial in inter listening habits, information processing listening tasks. capacities, level of proficiency, and the  Inform them that translation is the strategy ers’ beliefs about listening activities. of the low level proficiency language learn r barriers are concerned with the nature learners and that it should be avoided. Othe listening strategies and the listening Learners might be encouraged not to of rial being used. The pedagogical translate the words by giving them mate ications based on the research findings the impression of the importance of impl have demonstrated that to deal with the understanding the general idea of the text. problems; first, they should be diagnosed. 5. Assuming a problem solving approach: Overall, one of the tasks for instructors is to  Activate the learners’ schemata. the find learners’ learning difficulties in strategy  Make the learners aware of isition and help them to overcome the significance of speed in understanding in acqu iers. The pedagogical purpose, then, is listening comprehension. Teachers might barr learners recognize the problems and be of a help during the listening task by to help le them while they proceed towards giving hints to the students to adjust their tack processing autonomy in listening strategies. probable incorrect guesses or answers. In this regard, the learners’ awareness  Inform the students that it is not necessary their own problems in listening to understand every single word in the of prehension is of much value since they text and that understanding the general com can actively help them to deal with them. idea is of significant value in listening. ses Teachers are recommended to raise the  Inform the students that their gues ers’ consciousness using the MALQ. might be wrong and that they can evaluate learn sing explicitly on individuals, task, their guesses using the information from By focu and strategy knowledge, meta-cognitive the other parts of the text. uction will raise learners’ awareness Teaching listening skills is one of the most instr key aspects of the listening process. This difficult tasks for any ESL teacher. This of help them develop a range of skills and is because successful listening skills are can egies for listening. Such an approach acquired over time with lots of practice. In strat g meta-cognitive instruction in listening addition it is frustrating for students because usin help learners improve their listening there are no rules of listening similar to the will s. rules of grammar. Consequently, learners skill confront a lot of barriers. To Chen (2005), ERENCES the obstacles confronted by the learners REF o, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, Bolith about are multifaceted and each facet carries a H., & Tomlinson, B. (2003). Ten questions 60. 251–2 (3), 57 al, Journ ELT . Language Awareness probable risk of comprehension failure.

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in that losing concentration for a second may have consequences since they will not have access to the text. Therefore, listening tasks require more attention compared with tasks related to other skills.  Spot the learners who are intolerant of ambiguity. Those who are not tolerant of ambiguity might quit quickly when they face a problem. (There are some questionnaires which can be helpful in finding out about the learners’ personality factors for example, see Ely’s (1995) questionnaire of tolerance of ambiguity in Reid (1995, p. 216) 3. Removing negative feeling toward listening:  Remove the negative feeling created by the assumption that listening comprehension is the most difficult skill in language learning through explicit instruction and using more listening tasks in classes.  Give positive feeling toward listening tasks though having some simple and enjoyable tasks to make the students interested.  Create a relaxing atmosphere in language classes to reduce anxiety during listening tasks which are found to be stressful activities. 4. Avoiding mental translation:  Explain the fact that thinking in English (L2) is a practice which requires time and patience. Remind them that they should use their competence in L2 while listening and that any resort to L1 may lead to blockage. The learners can practice this by trying to decrease the rate of transfer from L1 to L2. FLT No.4.Summer.Vol.25

Foreign Language Teaching Journal

texts they might have listened to before.  Distribute a self-assessment check list (for example, Mendelsohn 1994’s checklist for listening comprehension, cited in Vandergrift 1999, Appendix 3) which instruct the learners to discover their own problems.  Create self-satisfaction by asking them to fill in the checklist. Self-satisfaction can only be achieved by evaluation of one’s performance.  Address questions prior to the listening task to direct the students’ attention to the goal of the task. Goal-oriented tasks will result in more successful listening. 2. Directing learners’ attention:  Convince the learners that failing to understanding is OK. One of the largest inhibitors for students is often mental block. While listening, a student suddenly decides that he or she doesn’t understand what is being said. At this point, many students just tune out or get caught up in an internal dialogue trying to translate a specific word. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves. The key to helping such students improve their listening skills is to convince them that failing to understand is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.  Inform the students to be attentive during listening tasks. It is a good idea for the teacher to explain to the learners that listening is different from the other skills

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Goh and task. Chamot (1995 cited in through Taib 2006) suggested a procedure themselves which teachers model how they a tape or use strategies when listening to ormation. watching a video with new inf ks aloud Before listening, the teacher thin which include: about ut what he or she already knows abo dge wle kno is Th : dge Person knowle words one might expect ’s learning the topic and what one ut abo s ent gm jud of s sist con 06) continue that l and to hear. Goh and Taib (20 rna inte ut abo dge wle kno and abilities of the text, after listening to a short segment or s ces suc the ect aff t tha s external factor cribing teacher thinks aloud again, des the ng. rni failure in one’s lea involved during ut the the mental processes Task knowledge: Knowledge abo on whether the ng listening, commenting also rni lea of ure nat and s, and dem purpose, ed or rejected. e predictions have been confirm tak to ual ivid ind an ble ena can tasks which her use ally, the teacher evaluates his or Fin ute trib con ht mig t tha s into account factor h ies for the particular text. Go teg stra of the ing lud inc k, tas to the difficulty of a t-listening (1997) proposed that the pos . age ess t/m tex l ora the of s stic characteri ormation should not stop with using the inf for ful use is s Thi : dge wle kno Strategy sage. It hered from the listening pas gat to s ear app and ls goa achieving learning rs’ extend further to include learne uld sho by ng rni lea on act have the greatest imp ntal processes ies introspection of their me teg stra the ose cho to rs rne lea helping k. has also during the listening tas that they use. Wenden (1998) of these emphasized the application ons for the Teachers: ati lic mp to dge wle kno e itiv categories of meta-cogn Trouble Shooting Using MALQ pendix (Ap 1, le Tab ng. rni lea L2 of d the fiel ne ss can The me ta- co gn itiv e aw are of es typ ee thr the of les mp A), gives exa on of achieved through the applicati be n bee e hav t tha dge wle meta-cognitive kno nnaire dergrift et al. (2006) questio Van l era gen a is ere Th rs. reported by L2 listene follows are some fields (Appendix B). What the in rs che ear res ong am sus consen to tap the suggestions for the teachers the ut abo ng rni lea L2 and of education n problems learners’ listening comprehensio in ys pla n itio ogn ta-c me t important role tha their to assist learners to improve and n. sio hen pre com enhancing thinking and listening listening skill. Meta-cognitive instruction in tion: 1. Planning their listening evalua 98) (19 h lso nde Me . ms for ent takes differ emata by asking  Activate the learners’ sch a is ch roa app n mo com argues that one they stions and asking them what que age our enc t tha ies sequence of activit about. think the listening text might be luating eva and g, rin nito mo ng, planni ntion to similar  Draw the learners’ atte ng eni list ed ect sel the for d strategies use

individual’s to Vandergrift et al. (2006), an es beliefs meta-cognitive knowledge includ the way about factors present in learning and affect the these factors act and interact to enterprises course and outcome of cognitive

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the present ‘comprehension ’ approach, success in listening is measured by correct responses to questions. Teachers focus upon the outcomes of listening, rat her than upon listening itself, upon product rather than process. When a learner suppli es a correct answer, there is no indication as to how that answer has been arrived at: Has meaning been constructed by correctly identifying all the words in a particular piece of text, or by identifying one word and making an inspired guess? Consequently, it is beneficial to improve listening com prehension ability by investigating the problems through exploring the proces s of listening comprehension not the product.

1995; Wilson, 2003). Ly nch (2002) considers the ‘solution-orien ted approach’ of strategy-based teaching as an altenative to the current ‘problem-oriented approach’. He refers to Brown’s (1986 ) emphsis on the need to enable teachers to identify particular patterns of behavior in listening manifested by unsuccessful listeners and to provide exercises for the stu dents which will improve their superior patterns of behavior. For this propose, Lynch (2002) reports Tauroza’s (1997) three-phase remedial technique as follow s: 1. Identifying the studen ts’ listening problems 2. Finding out how many stu dents share the problems iagnostic-Oriented Approach 3. Focusing students’ attent ion on the There is a direct relationship bet ween problem points the learners’ awareness of their own Field (1998) argues that from a processproblems and their success. Accordingly, oriented per spe ctiv e, wr ong answers can be it is worth informing learners of their own seen to be of mo re significance than correct problems. This would help the teacher to ones. Instead of judging understanding by the diagnose the problems and make correct number of lea rners who answered correctly, decisions and use correct strategies to teachers need to follow up incorrect responses tackle the problem. Vanderg rift et al. in order to det ermine where understanding (2006) point out that attention in listening broke down and how to put things right. comprehension research is increasingly being directed at learners’ sel f-reports of eta-Cognitive Strategies for their understanding and aware ness of the Listening Comprehension processes involved in listeni ng in another Trouble Sh ooting language. It has been argued tha t awareness Meta-cognitive knowledge is defined as that of strategies and other variables in learning segment of one’s stored world knowledge that can have a positive influence on language has to do with people as cognitive creatures learners’ listening developm ent (Bolitho, with their div erse cognitive processes, goals Carter, Hughes, Ivaniv, Ma , suhara, and actions, and exp eri enc es (Fl ave ll 1976, cited Tomilson, 2003; Victori and Lockhart, in Vandergrift et al. 2006, p. 433). According

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M

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to listening Comprehension

ing Comprehension

Diagnostic-oriented approach to listen

sion ion Comprehens Comprehen to listening to listening ed approach -orient

d ing an

Teach

s Clas sr

Diagnostic

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Learnin

up Close, e learning languag ensible nce in preh importa as a to com prime exposed rlanguage and l is of on skil ners are inte y stages, prehensi ning that lear elopment of e, at earl g com dev languag sfer easily the Listenin is through liste for the second tran hing it dition g in a able to h to teac to because ssary con on. Listenin are not approac a nece ners ucti as ent n fails t lear e prod inpu e ch ofte The curr ion as languag to L2. of tens nted whi which originat basis for ing and full their L1 uct-orie ning use in leng and prod lems of liste es the is chal uative naturally introduc ch focuses is eval the prob es they or first ension tifying strategi the auth a approach whi gnitive in iden compreh article, a-co learners listening ning as of met present hers and or hing liste concept f. In the auth the teac itsel help teac to ts s. The h’ the process hers in then shif problem approac to teac from the oriented of product and ners’ listening of use be sticld cou ‘diagno the lear instead which process deal with suggestions on the way to e es as a ‫ﻧ‬ with som ‫ﮕﺎﻫﻰ ﻧﺰ‬ strategi article ension. ‫ﺩﻳﻚ ﺑﻪ‬ es the ‫ﻣ‬ ‫ﺁﻣﻮﺯﺵ ﻭ‬ compreh conclud ‫ﻬﺎﺭﺕ ﺍﺩﺭﺍﻛﻲ‬ ‫ﻳﺎﺩﮔﻴﺮﻯ‬ listening ‫ﺷﻨﻴﺪﻥ ﻭ‬ ‫ﻃﺮﻳﻖ‬ teaching ،‫ﺩﺭﻙ ﻣﻄﻠﺐ‬ ،‫ﺍﻳﻦ ﻣﻬﺎﺭﺕ‬ ‫ﺩﺭ ﺯﺑﺎﻥﺁ‬ ‫ﺷﺎﻟﻮﺩﻩﻫﺎﻱ‬ ‫ﻣﻮﺯﻱ ﺍﺯ ﺍ‬ .‫ﻓﺮﺍﻫﻢ ﻣﻲﺷﻮﺩ‬ ‫ﺯﺑﺎﻥ ﺑﻴﻨﺎﺑﻴﻨﻲ‬ ‫ﻫﻤﻴﺖ ﭘﺎﻳﻪﺍﻱ‬ ‫ﺷﻨﻴﺪﻥ ﻭ ﺩﺭﻙ‬ ‫ﺯﺑﺎﻥﺁﻣﻮﺯﺍﻥ‬ ‫]ﭘﻴﺶﻧﻴﺎﺯ‬ ‫ﺯﺑﺎﻥﺁﻣﻮﺯﻱ‬ ‫ﻣﻄﻠﺐ ﺑﻪ‬ ‫ﺷﻜﻞ ﻣﻲ‬ [‫ﺿﺮﻭﺭﻱ‬ ‫ﮔﻴﺮﺩ‬ ‫ﻧﻤﻲﺗﻮﺍﻧﻨﺪ‬ ‫ﺑﺮ‬ ‫ﻭ‬ ‫ ﻓ‬،‫ﺯﺑﺎﻥ ﺩﻭﻡ‬ ‫ﺧﻮﺭﺩﺍﺭ‬ ‫ﻓﺮﺍﻳﻨﺪﻫﺎ ﻭ‬ ‫ﺯﻣﻴﻨﺔ ﻻﺯﻡ‬ ‫ﺩﻭﻡ ﺍﻧﺘﻘﺎﻝ‬ ‫ﻌﺎﻟﻴﺘﻲ ﭼﺎﻟﺶﺑ‬ ‫ ﭼﻮﻥ ﺍﺯ‬.‫ﺍﺳﺖ‬ ‫ﺭﺍﻫﻜﺎﺭﻫﺎﻳﻲ‬ ‫ﺑﺮﺍﻱ ﺑﻪﻛﺎﺭ‬ ‫ ﺩﺭ‬.‫ﺩﻫﻨﺪ‬ ‫ﺭﺍ ﻛﻪ ﺑﻪﻃﻮﺭ ﻃﺒﻴﻌﻲ ﺮﺍﻧﮕﻴﺰ ﻭ ﺗﻨﺶﺯ‬ ‫ﮔﻴﺮﻱ ﻣﻬﺎ‬ ‫ﺁﻣﻮﺯﺵ ﻣ‬ ‫ﺁﻣﻮﺯﺷﻲ‬ ،‫ﺍﺳﺖ‬ ‫ﺭﺗﻬﺎﻱ‬ ‫ﻬﺎﺭﺕ‬ ‫ﺗ‬ ‫ﺑﺮ‬ ‫ﭼﺮﺍ‬ ‫ﺷ‬ ‫ﺩﺭﻙ‬ ‫ﻮﻟﻴﺪﻱ‬ ،‫ﻨﻴﺪﻥ‬ ‫ﺩﺭ ﺯﺑﺎﻥ‬ ‫ﻛﻪ ﺯﺑﺎﻥﺁ‬ ‫ﺍﻭﻝ ﻣﻮﺭﺩ ﺍ‬ ‫ﻣﻌﻨﻲ ﺑﺎ ﺗﻮﺟﻪ‬ ‫ﺩﭼﺎﺭ ﻣ‬ ‫ﻣﻮﺯﺍﻥ ﺩﺭ ﻣ‬ ‫ﺭﺍﻫﺒﺮﺩ ﻣﻌﻤﻮﻝ‬ ‫ﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ‬ ‫ﺸﻜﻞ ﻣﻲ‬ ‫ﺮﺍﺣﻞ ﺍﻭﻟﻴﺔ‬ ‫ﺑﻪ ﺯﺑﺎﻥ ﺑﻪ‬ ‫ﻧﺘﻴﺠﻪﮔﺮﺍ ﻭ‬ ‫ ﻓﺮﺍﻳﻨﺪ‬،‫ﻛﻨﺪ‬ ‫ ﺑﻪ‬،‫ﻣﻲﮔﻴﺮﻧﺪ‬ ‫ﻣﺒﺘﻨﻲ ﺑﺮ‬ ‫ﻛﺎﺭ ﺭﻓﺘﻪ ﺩﺭ‬ ‫ﺩﺭ‬ ‫ﻣﺘﻦ ﺷﻨﻴ‬ .‫ﺷﻨﻴﺪﻥ ﺍﺳﺖ‬ ‫ ﺯﻳﺮﺍ ﺁﺳﺎﻧﻲ ﺑﻪ ﺯﺑﺎﻥ‬.‫ﺍﺭﺯﺵﻳﺎﺑﻲ ﺍﺳﺖ‬ ‫ﻣﻘﺎﻟﺔ ﺣﺎﺿﺮ ﻧﻮ‬ ‫ﺪﺍﺭﻱ ﺗﺄﻛﻴﺪ‬ ‫ﺍﻳﺠﺎﺩ‬ ‫ﻫﻤﺔ ﻓ‬ ‫ﻳﺴﻨﺪﻩ ﺑﺎ ﻣﻄﺮﺡ‬ .‫ﻣﻲﻛﻨﻨﺪ‬ ‫ﺁﮔﺎﻫﻲ ﺍﺯ‬ ‫ﻌﺎﻟﻴﺖﻫﺎﻱ‬ ‫ﺩﺭ ﺣﺎﻟﻲﻛﻪ‬ ‫ﻛﺮﺩﻥ ﺭﺍﻫﺒﺮﺩ‬ ‫ﺭﺍﻫﻜﺎﺭﻫﺎﻱ‬ ‫ﻣﻌﻠﻤﺎﻥ‬ ‫ﺁﻥﭼﻪ ﺯﺑﺎﻥ‬ ‫ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﺸ‬ ‫ﻓﺮﺍﺷﻨﺎﺧﺘﻲ ﻭ‬ ‫ﺁﻣﻮﺯﺍﻥ ﺭﺍ‬ ‫ﺯﺑﺎﻥ ﺭﺍ ﺩﺭ‬ ‫ﺨﻴﺺ ﻣﺸ‬ ‫ﻧﺤﻮﺓ ﺑﻪﻛﺎﺭ‬ ‫ﺗﺪﺭﻳﺲ ﻣ‬ ‫ﻜﻼﺕ ﺯﺑﺎﻥ‬ ‫ﺁ‬ ‫ﮔﻴﺮﻱ‬ ‫ﻬﺎﺭﺕ‬ ‫ﺁﻥ‬ ‫ﻣﻮﺯﺍﻥ‬ ‫ﺷﻨﻴﺪﺍﺭﻱ‬ ‫ﺩﺭ ﻓﺮﺍﻳﻨﺪ‬ ‫ ﺑﻪ ﺍﺭﺍﺋﻪ‬،‫ﻫﺎ‬ .‫ﻳﺎﺭﻱ ﺩﻫﺪ‬ ‫ﭘﻴﺸﻨﻬﺎﺩﺍﺗﻲ ﻣﻲﭘﺮﺩﺍﺯﺩ ﺩﺭﻙ ﻣﻄﻠﺐ ﻭ‬ ‫ﭼﮕﻮﻧﮕﻲ‬ ‫ﻛﻪ‬ ‫ﺗﻮﺟﻪ‬ ‫ﺑﻪ ﺁﻥ‬ ‫ﻫﺎ ﻣﻲﺗﻮﺍﻧﺪ‬

iversity

n lamic Azad U Naeini, Jila, Is oul of Aliabad Kat l.com naeini.j@gmai

I

ntroduction

pment. The purpose relatively recent develo is to introduce and of the present article oblems in listening discuss the learners’ pr e way they can be comprehersion and th n of meta-cognitive tackled using the notio zed in MALQ. strategies as conceptuali

tive learners’ meta-cogni Raising tening has been awareness about lis e now (Vandergrift advocated for some tim Goh, M ar es ch al , 2003). Va nd er gr ift , (2006) note that and Ta fa gh od ta ri of meta-cognitive research on the effects ided pr el im in ar y instruction has prov ance, confidence, evidence that perform enhanced through and motivation can be They developed classroom instruction. areness Listening the Meta-cognitive Aw Appendix C) for Questionnaire (MALQ, ers’ awareness of tapping language learn ing which was built the process of L2 listen meta-cognition and on constructs such as ver, research that self-regulation. Howe ers’ meta-cognitive elicits language learn matic manner is a knowledge in a syste

ifficulties in Listening Comprehension

D

learners experience Field (1998) asserts that ints of the listening difficulties at certain po th through focusing text. These are dealt wi ng of the text; No on language and meani at may go wrong in attention is paid to wh The problem with the process of listening. the learners confront this approach is that, if time, they are likely with a similar text next ccessful techniques. to use the same, unsu asizes that under Field (1998) emph