From Prediction Through Reflection: Guiding Students: Through the Process of L2 Listening

By Larry Vandergrift. 2003

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6c8ff2e0364271a7e5985fdc5f1092d5fed532e8

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “…is supported by research fi ndings that indicate that less skilled listeners tend to approach the input through mental word-to-word translation (Vandergrift, 2003b ), whereas more skilled listeners appear to make greater use of cognitive and metacognitive strategies; that is, they draw on…”
Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “Next, research focusing on the differences between more-skilled and less-skilled L2 learners in regulating the top-down and the bottom-up processes has provided ample evidence of the importance of metacognitive strategies to L2 listening success (Vandergrift, 2003, 2007; Goh, 2008).”
Effects of listening strategy instruction on news videotext comprehension (2009, methodology): “Thus, meaning-based comprehension of news videotexts can form the ‘conceptual framework’ (Vandergrift, 2003a) upon which learners may subsequently build towards more detailed understanding as they are also helped to develop bottom-up processes (e.g. phoneme and word recognition) and linguistic…”
Metacognitive Instruction in Listening for Young Learners. (2006, methodology): “In another study among adult learners, a teaching sequence that integrated both text-focused and metacognitive awareness-raising activities was used (Vandergrift 2003).”
LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “A recent study by Vandergrift (2003a) compared the listening comprehension strategies of more- and less-skilled Canadian seventh-grade students of French.”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, methodology): “Planning and evaluation strategies are important to L2 learning (Wenden, 1998) and especially so for listening success (Vandergrift, 2003b).”
Recent developments in second and foreign language listening comprehension research (2007, methodology): “This is the procedure underlying the strategy of ‘questioning elaboration’ (Vandergrift 2003a) used by more-skilled listeners.”
The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. (2010, background): “This finding seems to corroborate with the reviewed studies revealing that metacognitive strategy training facilitated L2 listening comprehension and is useful for L2 listening improvement (Vandergrift, 2003; O’Malley and Chamot 1990; Thompson and Rubin; 1996; Anderson, 2002; Vandergrift, 1997; Goh,”
1. LISTENING TO LEARN OR LEARNING TO LISTEN? (2004, methodology): “Research on skilled listeners has described their approach to the listening task as “orchestrating strategies in a continuous metacognitive cycle” (Vandergrift, 2003b, p. 487) or “coupling strategies together like links in a fence” (Murphy, 1985, p. 38).”