Dissertation/Thesis Abstract

Self-reported listening strategies by students in an intensive English language program
by Montgomery, Holly, M.A., University of Arkansas at Little Rock, 2008, 90; 1456505
Abstract (Summary)

The purpose of this research is to add to knowledge about cognitive and metacognitive listening strategies by second language learners. A survey was developed and administered in which questions solicited a retrospective self-report of students' listening habits. The listening strategies used for this study are limited to main idea identification and translation, because they succinctly exemplify the broad groups of strategies to which they belong. Respective sections of the questionnaire address academic, authentic, and informal listening contexts, in order to isolate and differentiate between the strategies' reported use in each, revealing discrepancies and similarities between reports of strategy use in the different contexts. This research project offers information valuable to the field of second language instruction by providing more insight into these two common listening strategies and their reported use in three contexts.

Indexing (document details)
Advisor: Garnett, Mary A.
Commitee: Dhonau, Stephanie, Lytle, Alan, McAlpine, David
School: University of Arkansas at Little Rock
Department: International and Second Language Studies
School Location: United States -- Arkansas
Source: MAI 47/01M, Masters Abstracts International
Subjects: Language arts, Bilingual education, Multicultural education
Keywords: Esl
Publication Number: 1456505
ISBN: 978-0-549-70261-0
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy