L2 English Listening： A Metacognitive Approach.docVIP

L2 English Listening： A Metacognitive Approach 　　Abstract：Metacognitive instruction is considered to be an effective approach of teaching listening in L2 context. Related research reports positively about the relation between listening performance and metacognitive instruction. However， when implementing metacognitive instruction in English classrooms in the context of China， there are some aspects deserving our further discussion. 　　Key words：metacognitive instruction； L2 listening； metacognitive learning 　　中图分类号：H319 文献标识码： A 文章编号：1672-1578（2014）4-003-02 　　1 Introduction 　　Metacognitive instruction is emerging to be a new approach of teaching listening in L2 context. Related research reports positively about the relation between listening performance and metacognitive instruction in at least three aspects. Firstly， metacognitive instruction has been reported to be effective in raising learners’ metacognitive awareness. Secondly， both adult learners and young learners can get benefits from metacognitive instruction. Finally， weak learners seem to benefit more in the instruction. 　　2 Critical Appraisal 　　One progress deserves mentioning is the instructional activities and instruments the researchers have developed， such as reflection activities， questionnaires etc. in raising L2 listeners metacognitive awareness. And research evidence shows that these methods were effective in the studies. （Chamot and O’Malley， 1997） 　　However， due to the small number of research so far in implementing the instructional activities， it’s still too early to say that these methods are workable in some other L2 learning contexts. One concern of using the methods is that they are likely to bore listeners when being implemented in listening classroom. The case would be worse when teachers have to face the pressure of tight class time and students’ eagerness of directly practicing listening content related to exams. Such case is very likely to happen in China， which I’ll furthe