'It Was Nice to See That Our Predictions Were Right': Developing Metacognition in L2 Listening Comprehension

By Larry Vandergrift. 2002

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/408b3d233828f84d0408d496aa91dbfe062c3ac3

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In Developmental and Educational Psychology

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Citations in the corpus

Metacognitive Instruction for Second Language Listening Development (2008, result): “Similar findings have also been reported in a number of studies for second language listeners (Goh 1998, 1999; O’Maley, Chamot and Küpper 1989; Vandergrift 1996, 1997; Young 1997).”
ISSUES IN LANGUAGE LEARNING STRATEGY RESEARCH AND TEACHING (2004, unknown): “…strategies in language learning (Anderson, 2002, in press; Chamot, 2001; Chamot et al., 1999; Grenfell & Har- Issues in Language Learning Strategy Research and Teaching 21 ris, 1999; Harris, 2004; O’Malley & Chamot, 1990; Rubin, 2001; Thompson & Rubin, 1996; Vandergrift, 2002; Wenden, 2002).”
Recent developments in second and foreign language listening comprehension research (2007, background): “When they are taught how to listen without the threat of evaluation, learners find it motivating to learn to understand rapid, authentic-type texts (Vandergrift 2002, 2003b; Mareschal 2007) since this practice can help them more easily access similar texts in reallife listening.”
Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context (2012, background): “Despite disagreements in classifying LLSs, these strategies help language learners to take control of their learning, be more competent, and, most important, become autonomous (O’Malley & Chamot, 1990; Vandergrift, 2002).”
Metacognitive Instruction in Listening for Young Learners. (2006, background): “Vandergrift (2002) demonstrated that reflection on the processes of listening was beneficial for young learners.”
1. LISTENING TO LEARN OR LEARNING TO LISTEN? (2004, background): “Guiding listeners through the process as a whole (the metacognitive cycle described above) as part of regular listening activities can help learners to improve overall as listeners (Field, 1998, 2001; Goh, 2002b; Holden, 2002; Vandergrift, 2002, 2003a).”