(RE)DISCOVERING METACOGNITIVE LISTENING STRATEGIES IN L1 CONTEXTS: WHAT STRATEGIES ARE THE SAME IN THE L1 AND L2 CONTEXT?

Abstract

ABSTRACT Research in metacognitive listening strategies in first language (L1) listening is in its infancy. The research presented here, which is the first study in a larger research program, compares the strategies L1 students in the US say they do in the classroom with the strategies L2 students say they use, as measured by the Metacognitive Awareness Listening Questionnaire. The findings of the research program have numerous implications for how to teach listening, future research, and curriculum development.