What Types of Training Improve Learners’ Performances in Second Language Listening Comprehension?

References

• Anderson, J. R. (1995). Cognitive psychology and its implications. New York, NY: Freeman.
   Google Scholar
• Baddeley, A. D. (2002). Is working memory still working? European Psychologist, 7, 85–97. doi:10.1027//1016-9040.7.2.85
   Web of Science ®Google Scholar
• Buck, G. (2001). Assessing listening. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130. doi:10.12691/education-2-9-17
   Google Scholar
• Chou, M. H. (2017). A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening, 31, 51–70. doi:10.1080/10904018.2015.1098542
   Google Scholar
• Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Press Syndicate of the University of Cambridge.
   Google Scholar
• Cross, J. (2010). Raising L2 listeners’ metacognitive awareness: A sociocultural theory perspective. International Journal of Listening, 19, 281–297. doi:10.1080/09658416.2010.519033
   Web of Science ®Google Scholar
• Elkhafaifi, H. (2005a). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89, 206–220. doi:10.1111/j.1540-4781.2005.00275.x
   Web of Science ®Google Scholar
• Elkhafaifi, H. (2005b). The effects of prelistening activities on listening comprehension in Arabic learners. Foreign Language Annals, 38, 505–513. doi:10.1111/j.1944-9720.2005.tb02517.x
   Web of Science ®Google Scholar
• Field, J. (2001). Finding one’s way in the fog: Listening strategies and second-language learners. Modern English Teacher, 9, 29–34. doi:10.1093/elt/52.2.110
   Google Scholar
• Goh, C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55–75. doi:10.1016/S0346-251X(99)00060-3
   Google Scholar
• Goh, C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185–206. doi:10.1016/S0346-251X(02)00004-0
   Google Scholar
• Goh, C. M. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188–213. doi:10.1177/0033688208092184
   Google Scholar
• Graham, S. (2006). Listening comprehension, the learners’ perspective. System, 34, 165–182. doi:10.1016/j.system.2005.11.001
   Google Scholar
• Grangeat, M., Rogalski, J., Lima, L., & Gray, P. (2009). Comprendre le travail collectif enseignant : Effets du contexte de l’activité sur les conceptualisations des acteurs [Understanding teachers’ collective work: Effects of the activity’s context on actors’ conceptions]. Revue Suisse Des Sciences De L’education, 31, 151–168. Retrieved from https://hal.archives-ouvertes.fr/hal-00804103
   Google Scholar
• Harley, B. (2000). Listening strategies in ESL: Do age and L1 make a difference? TESOL Quarterly, 34, 769–777. doi:10.2307/3587790
   Web of Science ®Google Scholar
• Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163–182. doi:10.1037/0033-295X.95.2.163
   PubMed Web of Science ®Google Scholar
• Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
   Google Scholar
• Maftoon, P., & Alamdari, E. F. (2017). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 31, 1–20. doi:10.1080/10904018.2016.1250632
   Google Scholar
• Mareschal, C. (2007). Student perceptions of a self-regulatory approach to second language listening comprehension development (Unpublished doctoral dissertation). University of Ottawa, Ottawa, Canada.
   Google Scholar
• O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York, NY: Cambridge University Press.
   Google Scholar
• Rogalski, J. (1994). Formation aux activités collectives [Training in collective activities]. Le Travail Humain, 57, 425–443.
   Web of Science ®Google Scholar
• Rost, M. (2002). Teaching and researching listening. London, UK: Longman.
   Google Scholar
• Roussel, S. (2011). A computer-assisted method to track listening strategies in second language learning. Recall, European Association for Computer Assisted Language Learning, 23, 98–116. doi:10.1017/S0958344011000036
   Web of Science ®Google Scholar
• Roussel, S., Rieussec, A., Nespoulous, J.-L., & Tricot, A. (2008). Des baladeurs MP3 en classe d’allemand: L’effet de l’autorégulation matérielle de l’écoute sur la compréhension auditive en langue seconde. [MP3-players in the German classroom: Effect of self-controlled listening on auditory comprehension in second language]. Alsic, 11, 7–37. doi:10.4000/alsic.413
   Google Scholar
• Roussel, S., & Tricot, A. (2015). Effet de l’élaboration d’hypothèses sur la compréhension orale et sur les stratégies d’autorégulation de l’écoute en langue seconde : Une étude empirique [Effect of the elaboration of hypotheses on oral comprehension and on strategies of self-regulation listening processes in second language: An empirical study]. Alsic, 18. doi:10.4000/alsic.2788
   Google Scholar
• Sensevy, G. (2011). Le sens du savoir: éléments pour une théorie de l’action conjointe en didactique [The meaning of knowledge: Outline of a joint action theory of didactics]. Brussels, Belgium: De Boeck.
   Google Scholar
• Sensevy, G., Forest, D., Quilio, S., & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, the International Journal on Mathematics Education, 45, 1031–1043. doi:10.1007/s11858-013-0532-4
   Google Scholar
• Stewart, M. A., & Pertusa, I. (2004). Gains to language learners from viewing target language close-captioned films. Foreign Language Annals, 37, 438–442. doi:10.1111/j.1944-9720.2004.tb02701.x
   Web of Science ®Google Scholar
• Sweller, J. (2006). How the human system deals with complexity. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments (pp. 13–25). Amsterdam, the Netherlands: Elsevier.
   Google Scholar
• Sweller, J. (2016). Working memory, long-term memory, and instructional design. Journal of Applied Research in Memory and Cognition, 5, 360–367. doi:10.1016/j.jarmac.2015.12.002
   Web of Science ®Google Scholar
• Sweller, J., Ayres, P. L., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.
   Google Scholar
• Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. The Canadian Modern Language Review, 58, 555–575. doi:10.3138/cmlr.58.4.555
   Web of Science ®Google Scholar
• Vandergrift, L. (2003a). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463–496. doi:10.1111/1467-9922.00232
   Web of Science ®Google Scholar
• Vandergrift, L. (2003b). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59, 425–440. doi:10.3138/cmlr.59.3.425
   Web of Science ®Google Scholar
• Vandergrift, L. (2004). Learning to listen or listening to learn. Annual Review of Applied Linguistics, 24, 3–25. doi:10.1017/S0267190504000017
   Google Scholar
• Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency? Modern Language Journal, 90, 6–18. doi:10.1111/j.1540-4781.2006.00381.x
   Web of Science ®Google Scholar
• Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191–210. doi:10.1017/S0261444807004338
   Google Scholar
• Vandergrift, L. (2014). Facilitating language learning: Developing smart listeners. 3rd International Conference on L2 Pedagogies, University of Toronto, Canada.
   Google Scholar
• Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening. Metacognition in action. New York, NY: Routledge.
   Google Scholar
• Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodatari, M. H. (2006). The Metacognitive awareness listening questionnaire (MALQ): Development and validation. Language Learning, 56, 431–462. doi:10.1111/j.1467-9922.2006.00373.x
   Web of Science ®Google Scholar
• Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching students how to listen does make a difference: An empirical study. Language Learning, 60, 470–497. doi:10.1111/j.1467-9922.2009.00559.x
   Web of Science ®Google Scholar
• Zhao, Y. (1997). The effects of listeners’ control of speech rate on second language comprehension. Applied Linguistics, 18, 49–68. doi:10.1093/applin/18.1.49
   Web of Science ®Google Scholar