Session Information
31 SES 14, Language Learning Strategies, Predictors and Methodologies
Paper Session
Contribution
European and French evaluations regularly show that French students’ skill levels are unsatisfactory, especially in the field of listening comprehension (LC). These results together with the introduction of LC exams at the end of secondary education have emphasized the need to explore how it is possible to help students develop their LC skills, knowing that listening activities are source of high anxiety among students (Goh, 2000). To address this question a cooperative research was launched in 2014 involving researchers, language inspectors and teacher trainers in relation with two teams of language teachers, who respectively teach Breton, English, German and Spanish and work in two French high schools. The objective of the research group is to co-design didactic situations likely to develop students’ LC skills. To do so, the research group relies on research that describes LC mechanisms and processes according to students’ skill levels (Vandergrift, 2003a) and on Sweller’s “cognitive load theory” (2003) that provides relevant explanations as to why less skilled listeners often over-rely on either bottom-up or top-down listening processes as combining both are very costly for them. The aim of the activities that have been co-designed by the research team is to help less-skilled students to use bottom-up (cognitive) strategies more automatically so that they could combine them with top-down (metacognitive) strategies that are, as shown by numerous studies (O’Malley & Chamot, 1990; Goh, 2002; Vandergrift, 2003b; Chamot, 2005) key-elements in L2 listening success. Ultimately, this collaborative research should produce results on which to rely to improve teaching and learning practices in the LC field and move forward research in L2, more particularly in relation with the Joint Action Theory in Didactics (Gruson & al., 2012 ; Sensevy, 2011) and cognitive psychology (Roussel, 2012).
Method
Expected Outcomes
References
Chamot, A.U. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112-130. Council of Europe (2001). Common European Framework Of Reference For Languages: Learning, Teaching, Assessment. Cambridge University Press. ISBN: HB 0521803136 Goh, C.M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75. Goh, C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206. Gruson, B. (2008). Analyse de situations de compréhension de l’oral au CM2 : Pistes de réflexion pour l’enseignement et la formation. Etudes De Linguistique Appliquée, (151), 327-340. Gruson, B., Forest, D., & Loquet, M. (2012). Jeux de savoir: études de l’action conjointe en didactique. Rennes: Presses universitaires de Rennes. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model, Psychological Review, 95, 163-182. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press. MEN-DEPP (2012). L’évolution des competences en langues des élèves en fin de college de 2004 à 2010. Note d’information 12-05. O'Malley, J.M., & Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. Roussel, S. (2012). A computer assisted method to track listening strategies in second language learning, ReCALL 23(2) : 98–116. Roussel, Tricot (In press). Le numérique en classe : Emancipation ou double peine. Sensevy, G. (2011). Le sens du savoir: éléments pour une théorie de l’action conjointe en didactique. Bruxelles: De Boeck. Sweller, J. (2003) Evolution of Human Cognitive Architecture, In The Psychology of Learning and Motivation, Volume 43. Brian Ross (eds.). San Diego: Academic Press. Vandergrift, L. (2003a). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463– 496. Vandergrift, L. (2003b). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59, 425–440. Vandergrift, L., Goh, C., Mareschal, C. & Tafaghodatari, M.H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56, 431-462. Vandergrift, L. & Tafaghodtari, M. H., (2010). Teaching students how to listen does make a difference: An empirical study. Language Learning, 60, 470-497. Vandergrift, février (2014). Facilitating Language Learning: Developing Smart Listeners, 3rd International Conference on L2 Pedagogies, Université de Toronto.
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