From Prediction Through Reflection: Guiding Students: Through the Process of L2 Listening

Abstract

This article attempts to bridge the apparent gap between L2 listening theory and practice by examining the effect of two tasks designed to teach students how to listen. This small-scale study involved two groups of students (N=41) registered in the second semester of a beginner-level French as a Second Language course. Students completed each task and then reflected on its usefulness in facilitating comprehension and its effectiveness in raising their awareness of the listening process. Students reacted positively to both listening tasks and provided suggestions for improving the second task. Student responses highlighted the benefit of predictions, the usefulness of discussion with a partner, and the motivational effect of focusing attention on the process as well as the product of listening. This study illustrates the potential of applying current knowledge about developing metacognitive processes and metacognitive knowledge in L2 listening pedagogy.