The Impact of Listening Strategy Instruction on Learners of Multiple Foreign Languages

• Main Authors: Christian Jacobsen, 喬 克 凡
• Other Authors: Yi-chen Chen
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/v229dw

碩士 === 元智大學 === 應用外語學系 === 103 === In an increasingly globalized world, more and more language learners are pursuing the goal of acquiring more than one second language. One factor that helps facilitate the acquisition of more than one second language is metacognitive awareness of language learning. Listening in a second language is one particular language skill that has received a lot of attention with respect to metacognitive awareness. However, the research area of metacognitive listening strategy instruction still calls for studies that cover broader contexts and deal with unresolved concerns regarding this pedagogical practice. In answer to this call, this study details a quasi-experimental, classroom based study investigating the impact of listening strategy instruction on learners of multiple foreign languages at a university in Taiwan. The study approach was designed to compare and contrast data from Metacognitive Awareness of Listening Questionnaires (MALQs) and open-ended survey responses with the aim of describing how the participants perceive the benefits, barriers and transferability of listening strategy instruction in their context of learning English as an L2 and Japanese as an L3. The results describe the potential positive impact of listening strategy instruction in this context. Additionally, perceived barriers for this instruction are discussed from a metacognitive perspective leading to pedagogical implications aimed at improving the positive transfer of listening skills for learners of multiple foreign languages. Lastly, the innovative methodological approach and resulting discussion has laid the basis for other in-action researchers interested in investigating listening strategy instruction in other multi-language learning contexts.