Exploring the Listening Process to Inform the Development of Strategy Awareness-Raising Materials

Autor/inn/en	Blanco, Maria; Guisado, Juan J.
Titel	Exploring the Listening Process to Inform the Development of Strategy Awareness-Raising Materials
Quelle	In: Language Learning Journal, 40 (2012) 2, S.223-236 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2011.621548
Schlagwörter	Listening Comprehension; Learning Strategies; Qualitative Research; Foreign Countries; Spanish; Second Language Learning; Second Language Instruction; Affective Behavior; Recall (Psychology); Coding; Classification; Metacognition; Self Management; Student Attitudes; Teaching Methods; Learning Processes; Introductory Courses; Undergraduate Students; United Kingdom + Suchen Sie Ihr Suchwort? Hörverständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Qualitative Forschung; Ausland; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Affective disturbance; Active behaviour; Affektive Störung; Abberufung; Codierung; Programmierung; Classification system; Klassifikation; Klassifikationssystem; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Einführungskurs; Großbritannien
Abstract	This article reports on a small-scale qualitative study aimed at exploring the listening process in a group of Spanish beginners in a UK higher education context. The specific aim of the study was to inform the development of materials for listening strategy awareness-raising activities. The exploration was focused on identifying (a) strategies used by the students in listening coursework tasks, (b)easy and difficult aspects of the tasks, and (c) affective responses to the tasks. The participants in the study were students whose overall course performance was judged to be excellent. Data were collected through one-to-one stimulated recalls, and transcripts were coded mainly using taxonomies found in the literature. The findings revealed a good number of strategies, self-management processes and additional factors influencing the students' listening process. In addition, the findings provided insights into the enjoyment and frustration experienced by students when working on listening tasks. Pedagogical applications of the findings are discussed. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10