Introduction the role of listening in teaching foreign languages 2

STAGES IN TEACHING LISTENING SKILLS

Vandergrift (1999) states that listening sequences improve students’ metacognitive abilities, especially in the first two years of language learning. These listening sequences may be divided into three stages as pre-listening, while-listening and post-listening and each of the three stages has its own specific purpose.

Types of listening strategies and using listening strategies

Second language listening strategies can be defined as the ways in which listeners manage real‐time interactions with a spoken text to achieve comprehension. Applying such strategies effectively also involves the ability not only to perform mental processing but also to know what to do when one fails to comprehend a text.

Listening strategies can be classified into four main types: cognitive, metacognitive, affective, and social strategies. Cognitive listening strategies refer to all mental abilities and processes related to knowledge, such as applying linguistic and sociocultural knowledge to resolve the problems. Some examples of cognitive performance include inferring, predicting, interpreting, storing, and recalling information, summarizing, translating, repeating, elaborating, resourcing, grouping, note‐taking, substituting, and drawing images. Cognitive strategies are important for listening comprehension because they help learners monitor and control their mental processing, identify comprehension break‐downs, and connect world knowledge to listening content.