Investigating metacognitive strategy awareness for multimodal listening

Q1 Social Sciences

E-Learning Pub Date : 2022-10-21 DOI:10.1177/20427530221108014

H. Cartner, Denise Cameron

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引用次数: 2

Abstract

When we listen to human discourse, we do this in a context which may include the words themselves, tone of voice, stress on words, as well as gestures, visual context, facial expressions and interpersonal distance, which work to produce a multimodal message. The development of listening skills then implies focussing not only on audio input but also on all types of non-verbal input. This article describes a case study of a university listening paper where 12 predominantly English as a second language participants filled out a widely recognised pre and post Metacognitive Awareness Listening Questionnaire consisting of 21 questions. Seven additional questions were added to the questionnaires that related to multimodal aspects of listening. Four of the research participants were also involved in in-depth interviews. Findings indicate the following three main themes relating to student perceptions: that metacognitive listening strategies help their listening; that the teacher has an important role in teaching strategies and selecting listening material; and that overall, video material is more useful than audio material alone for the development of listening comprehension.

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多模态听力的元认知策略意识研究

当我们倾听人类话语时，我们是在一个语境中这样做的，这个语境可能包括单词本身、语调、单词的重音，以及手势、视觉环境、面部表情和人际距离，这些都能产生多模态信息。因此，听力技能的发展意味着不仅要关注音频输入，还要关注所有类型的非语言输入。本文描述了一个大学听力论文的案例研究，其中12名主要以英语为第二语言的参与者填写了一份广泛认可的元认知意识听力问卷，其中包括21个问题。问卷中还增加了七个与听力多模态方面相关的问题。四名研究参与者还参与了深度访谈。研究结果表明，与学生认知相关的三个主要主题是:元认知听力策略有助于他们的听力;教师在教学策略和听力材料的选择上具有重要作用;总的来说，视频材料比单独的音频材料对听力理解的发展更有用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.