1.

Are young children able to make sense of what is said at the

beginning of listening activities in their learning?
No, because they dont have enough strategies in order to be aware of the
nature and demands of listening to another language.
2. Does metacognitive instruction in listening for language learners take
only a form?
No, one common aroach is a se!uence of activities that encourages
metacognitives strategies such as lanning, monitoring and evaluating.
Another aroach includes to sensiti"e learners to the honological features
of fast seech such as reduced forms, assimilation, and elision.
#. $hat are the main aims%uroses of the study?
&he 'rst was to elicit and identify uils metacognitive knowledge about
listening in (nglish.
&he second urose was to investigate how useful rocess)based activities
were for teaching listening to the uils.
*. $hich are the main characteristics of the conte+ts and the
articiants?
,articiants come from a rimary school with uils between 11 to 12 years
old in -ingaore. &here were ten uils, and 've of them were considered as
having average or oor listening ability, and none of the learners soke
(nglish as their dominant language. &hey soke a local variety of (nglish
with di.erent stress, rhythm and intonation.
/. $hy the teacher asked learners about what they had learnt about
listening in (nglish before they wrote their re0ections?
1ecause the teacher wanted to give uils an oortunity to consolidate
their metacognitive knowledge about the listening rocess.
2. $hat kind of imrovement related to their listening ability did the
uils receive?
&he imrovement was related to a greater awareness of their thinking
rocesses when listening, they attemted to 'nd ways to understand the
listening te+ts better and not simly focus on the comrehension !uestions
and answer otions.
3. Due to the imortance of the metacognitive instruction, could the
study demonstrate the e+clusive role of metacognitive instruction in
the learners imrovement?
No, because the conditions of the study couldnt be strictly controlled to
eliminate variables such as ractice e.ects from normal class listen)and)
answer)e+ercises.
4. 5f the learners strategy knowledge is limited, can we do anything in
their listening ability?
6es, because although young learners might have a limited reertoire of
comrehension strategies, they can !uickly adot new ones.
7. $hat methods are recommended for a comrehensive rogramme in
a metacognitive instruction?
&hese methods include re0ection and discussion, teacher modellong,
integrated se!uences of activities that focus alternately on a te+t and
rocess, as well as ercetion ractice.
18.$rite some strategies for facilitating listening.
&he four most commonly reorted strategies are9
,lanning
Directed attention
-elective attention
5nferencing