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Introduction

・リスニングと思考プロセスは、他人や学習者自身でさえ容易に気付かれない。

　→しばしばリスニングを教えることを難しくする。

・本章では、学習者のリスニング能力とメタ認知の発展を助けることができるいくつかの活動を示す。

Metacognitive Instructional Activities

□このセクションでは、メタ認知の目的と目標を満たせる2つの活動を示す。

　1. Integrated experiential listening tasks

　　→metacognitive awareness-raising activities と listening comprehension activities をまとめ合わせたもの。

　　→学習者は認知的でsocial-affectiveな過程を経験でき、同時にリスニング能力を磨くことができる。

　2. Guided reflections for listening

　　→学習者が彼らのリスニングをプランし、評価することを援助することが目標。

　　→自身のリスニング知識を理解しながら、暗示的知識を引き出し、彼らの新しい知識を構築するのを促すのが目的。

Integrated Experiential Listening Tasks

□Metacognitive Pedagogical Sequence

・The metacognitive pedagogical sequenceは、メタ認知高揚とリスニングインプットと

　comprehension activitiesを統合した活動を学ぶ一連のもの。

　→planning, predicting, monitoring, evaluation, directed attention, selective attention, and

    problem-solving を含む。

□Self-Directed Listening or Viewing

・学習者の注意を、どのようにリスニングタスクに取り組み、達成するかに向けたいくつか

　のpromptsから構成されている。

　→planning, monitoring, evaluation という重要なメタ認知プロセスに取り組むべき

　→goal-setting, pre-listening preparation, reflecting on listening experience, evaluating performance を学習者は活性化する。

□Post-listening Perception Activities

・この段階で学習者は、実際のリスニング中に起こるプレッシャーをもはや感じていない。

・要求された情報を理解した後、学習者は言語的特徴を調べるために口頭のテキストを再検

　討でき、リスニング中直面した難しかったところを見直すことができる。

Guided Reflections for Listening

□Listening Diaries

・リスニングの日記をつけることは学習者が自身のリスニング力、行動、問題、strengthに

　ついて暗示的に知ることに注意を払うのを助けることができる。

□Emotional Temperature Charts

・chartsとgraphs はリスナーが彼らの知識を良く考え報告するためにはクリエイティブな

　方法である。これは日記を書くことからの気晴らしである。

　→情報は簡潔で視覚的に引き付けられるやり方で記録される。

　→日記を書くことを楽しめない学習者は、簡単にこれができる。

□Process-Based Discussions

・the pedagogical sequence に統合され、content-focused pre-listening or post-listening

　activitiesにとって代わりうるものであり、個々のレッスンとして実施されうる。

□Self-Report Checklists

・信念や自身の学習を評価するために使うことができるストラテジーを記述したもの。

　→open-ended reflection guides が広い範囲に集中するために役に立つ。

　→大人や若い学習者にとっても役に立つ。

Summary

・他言語のリスニング学習のプロセスについてのよりよいメタ認知を成長させるためのい

　くつかの活動を導入した。

・The integrated experiential listening tasks と guided reflection activitiesは様々な場面で

　使用されうるものである。

・従来の多くのリスニングの授業はメタ認知を無視している。

・メタ認知アプローチはこれらの活動とlearner-centered activities を統合している。

Questions & Tasks

1.      Compare the two types of metacognitive instructional activities: integrated experiential listening tasks and guided reflections for listening. What are the relative strengths and limitations of each type if activity?

-Both tasks are appropriate for from beginners to advanced listers. We can work on both tasks according to our listening skills. However, there are some limitations. In case of integrated experiential listening tasks, it’s difficult for teachers to implement this task in classes because teachers only have to focus on listening tasks. In case of guided reflections for listening, it would depend on learners’ motivation whether this task will work well or not. To motivate learners, teachers have to work on various things.

2.      Read the scenario again and write a list of prompts that Aida’s teacher might have used.

-think aloud immediately after a lesson

  　　・What strategies did you use during the listening tasks?

　　　・What made listening easy or difficult for you?

　　　・How do you feel about the class today? Why do you feel this way?

 The teacher might have used “Think Aloud Immediately After a Lesson” Figure 7.6.

3.      It is important for teachers to understand the process that L2 listeners experiences. Select an audio

   recording or a video that interests you. Use the self-directed listening or viewing guide

   presented in Figure 7.5 to accompany your listening or viewing. Share your thoughts and

   experiences with a colleague and classmate.

Opinions from my classmates in discussion

 -We should use the materials that students are interested in.

 -We should set a goal. It should be appropriate for students’ level.

 -We should check the things that students don’t know.

 -We can use lyrics or script to deepen their understanding.

 -Some classmates have experienced classes which used movie or music.

My opinion based on classmates’ opinions

    When I use a video recording, I want to emphasize the students’ understanding. I will have students dictate

the content while they are watching a video. After watching, they use “evaluating my listening” in Figure 7.5.

Then, they’ll share their answers in groups and deepen their understandings. Lastly, I want them to enjoy the

video.

In my experience, I put on a play with my members after watching “Friends” in a seminar at university. First,

we watched the movie and dictate some useful phrases. And then, we practice a play. Finally, we put on a play

in front of everyone in a seminar. We were able to practice a lot of useful phrases.

4.      Draw up and alternative self-report checklist following the model given in Figure 7.11. Explain what the checklist is for and who could use it. Appendix A for more items on strategies.

This self-report checklist is for getting to know how to listen. Beginners could use it.

1.      planning

I try to think of questions the teacher is going to ask.

       I put everything aside and concentrate on what she is saying.

2.      Focusing attention

I listen really hard.

3.      Evaluation

I don’t concentrate too much to the point of translation of individual words because then you just have a whole lot of words and not how they’re strung together into some kind of meaning.

4.      Linguistic inferencing

I try to think of it (the words) in context and guess.

5.      Cooperation

I’ll ask the teacher.

6.      Joint task construction

I learnt from the other students how to improve my listening.

7.      Self-encouragement

I tell myself that everyone else is probably having some kind of problem as well.

8.      Taking emotional temperature

In my listening practice, I keep myself relaxed and calm.

I try to be patient and build up my listening ability step by step.