Mejorando la habilidad de comprensión auditiva en una clase de Inglés como lengua extranjera, mediante estrategias metacognitivas
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Publicado:
jun 16, 2022
Palabras clave:
Contexto, Habilidad de comprensión auditiva, Estrategias metacognitivas, Pronunciación, Vocabulario
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Resumen
Aprender un idioma extranjero puede ser un desafío para muchos y la habilidad de comprensión auditiva tiende a ser una de las habilidades más difíciles para los estudiantes de inglés. Por lo tanto, este artículo informa los hallazgos de un estudio de investigación-acción cualitativa sobre el impacto de las estrategias metacognitivas en la habilidad de comprensión auditiva de nueve estudiantes en un instituto de idiomas privado. El propósito de este estudio fue determinar cómo el uso de estrategias metacognitivas podría contribuir al desarrollo de la habilidad de escucha. Se diseñaron algunos talleres para la intervención y se presentaron estrategias metacognitivas a los alumnos. Cada lección se registró en un diario para realizar un seguimiento de sus actitudes, progreso y respuestas a las estrategias. Además, los estudiantes fueron evaluados en su desempeño en cada taller. También se les preguntó acerca de sus percepciones sobre el uso de estrategias durante las tareas de escucha. Adicionalmente, se implementó una prueba previa y una prueba posterior de comprensión auditiva para comparar los resultados de los alumnos, que se obtuvieron antes y después de la intervención. Los resultados mostraron que las estrategias metacognitivas ayudaron a los alumnos a tomar conciencia de su propio proceso de aprendizaje. Tuvieron un impacto positivo en sus habilidades para comprender un audio y mejoraron la precisión de los estudiantes en términos de las tareas de escucha implementadas.
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Cómo citar
Valdés Mendoza, M. F., & López Pinzón, M. (2022). Mejorando la habilidad de comprensión auditiva en una clase de Inglés como lengua extranjera, mediante estrategias metacognitivas. Shimmering Words: Research and Pedagogy E-Journal, 11, 147-173. Recuperado a partir de http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2472
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Van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: -The same or different from reading comprehension? Applied Linguistics 34, 4, 457-479.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53, 168-176.
Vandergrift, L. (2002). Listening: Theory and practice in modern foreign language competence. Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. Retrieved from https://www.llas.ac.uk/resources/gpg/67.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language teaching, 40(3), 191.
Wei, M. (2004). A Literature Review on Strategies for Teaching Pronunciation. United States: University of Maryland Publications.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies in M,Wittrock (ED) Handbook of research on teaching pp (315-327). New York, Macmillan.
Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 36(2), 89.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Retrieved from ERIC database. (ED463659).
Arvariti, A. (2009). Rhythm, Timing and the Timing of Rhythm. Phonetica. 66(1), 46– 63.
Birjandi, P., Mirhassani, A., & Abbasian, G. (2006). Setting-based metacognitive strategy use. Journal of Faculty of Letters and Humanities, 49(198), 39-87.
Brown, A., Bransford, J. D., Ferrara, R., & Campione, J.C. (1983). Learning, remembering and understanding. In J. H. Flavell and E. M. Markman (Eds) Carmichael’s Manual of Child Psychology, Volume 1. New York: Wiley.
Brown, J. I. (1987). “Listening—Ubiquitous Yet Obscure.” Journal of the International. Listening Association. 1 (1), 3–14.
Brown, G. & Yule, G. (1993). Discourse analysis. Cambridge: Cambridge University Press.
Byrnes, H. (1984). The role of listening comprehension: A theoretical base. Foreign language annals, 17(4), 317.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Chamot, A. U., Barnhardt, S., El-Dinnary P. B., & Robbins, J. (1999). The learning strategies handbook. New York, us: Longman.
Chengqian, W. (2009). Methods for teaching primary students EFL vocabulary (Master’s thesis). University of Wisconsin, USA.
Chien, S. C. (2006). Building a model in researching strategy use in the process of writing English as a second language: a cognitive approach.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American psychologist, 34(10), 906.
Gilbert, J. (1995). Pronunciation practice as an aid to listening comprehension. In D. J. Mendelsohn and J. Rubin (Eds.), A guide for the teaching of second language listening. (pp. 97-102). San Diego, California: Dominie Press, Inc.
Goss, B. (1982). Listening as information processing. Communication Quarterly, 30(4), 304-307.
Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge.
Griffiths, C. (2013). The strategy factor in successful language learning. London, uk: Multilingual Matters.
Harmer, J. (2007). How to teach English: new edition. Harlow: Pearson Education Limited.
Hennessey, M. G. (1999). Probing the Dimensions of Metacognition: Implications for Conceptual Change Teaching-Learning.
Hiebert, E. H., & Kamil, M. L. (Eds.). (2005). Teaching and learning vocabulary: Bringing research to practice. Routledge.
Howatt, A., & Dakin, J. (1974). Language laboratory materials, ed. JPB Allen, SPB Allen, and SP Corder, 102.
Kendall, J., & Khuon, O. (2006). Writing sense: Integrated reading and writing lessons for English language learners, K-8. Stenhouse publishers.
Kuhn, D., & Dean, Jr, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268-273.
McNamara, T. F. (1996). Measuring Second Language Performance. Longman, London and New York.
Moltz, D. (2010). Encouraging deep learning. Inside Higher Ed.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. Teaching English as a second or foreign language, 3, 69-85.
Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-K. The reading teacher, 62(5), 384-392.
Nunan, D. (2002). Listening in language learning. In Richards, J. & Renandya, W. A. (Eds.), Methodology in language learning: An anthology of current practice (pp. 238- 241). Cambridge: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language learning, 35(1), 21-46.
O‘Malley, J. M. & Chamot, A. U. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4): 418-437.
O’Malley, J. M., O’Malley, M. J., Chamot, A. U., & O’Malley, J. M. (1990). Learning strategies in second language acquisition. Cambridge university press.
Oxford, R. (1990). Language learning strategies. What every teacher should know. Heinle & heinle Publishers.
Oxford, R. L. (2002). Language learning strategies in a nutshell: Update and ESL suggestions. Methodology in language teaching: An anthology of current practice, 4(3),124-132.
Pourhosein. A. (2011). The Significance of Pronunciation in English Language Teaching. Journal of English Language Teaching, 5(4), 112-126.
Rost, M. (2002). Teaching and researching listening. (p. 309). Harlow: Pearson Education.
Schmeck, R. R. (1988). An introduction to strategies and styles of learning. In Learning strategies and learning styles (pp. 3-19). Springer, Boston, M.A
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.
Schraw, G. (1998). Promoting general metacognitive awareness.Instructional science,26(1- 2), 113-125.
Stæhr, L.S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Seco5nd Language Acquisition 31, 4, 577-607.
Van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: -The same or different from reading comprehension? Applied Linguistics 34, 4, 457-479.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53, 168-176.
Vandergrift, L. (2002). Listening: Theory and practice in modern foreign language competence. Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. Retrieved from https://www.llas.ac.uk/resources/gpg/67.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language teaching, 40(3), 191.
Wei, M. (2004). A Literature Review on Strategies for Teaching Pronunciation. United States: University of Maryland Publications.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies in M,Wittrock (ED) Handbook of research on teaching pp (315-327). New York, Macmillan.
Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 36(2), 89.