A cognitive perspective on the listening comprehension strategies of second language learners in the intermediate grades.

Abstract

This study investigated the comprehension strategies used by 12 and 13 year old core French students in listening tasks. French was a third language for all participants. The range and types of strategies used by these young language learners were investigated, and the differences in strategy use between the participants who attained higher and lower levels of comprehension in the listening tasks were compared. Six students from all ranges of ability participated in two separate research procedures. In phase one, semi-structured individual interviews were utilized for the learners to retrospectively report on their conscious use of learning strategies in different listening contexts. In phase two, think-aloud sessions were used for the students to report their thought processes concurrently while listening to three different texts. All reporting sessions were recorded, transcribed verbatim, and coded according to an established taxonomy. A detailed discussion of theoretical and methodological issues in listening comprehension research concludes the study. (Abstract shortened by UMI.)