The Impact of Cognitive Listening Strategy Instruction Enhancing English Teachers’ Listening Comprehension
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Yepes Padilla, Sandra Paola
Listening is a dynamic skill where knowledge is processed and repaired applying two main processes: bottom-up (data driven) and the top-down processing and listening comprehension strategies that cope with listening limitations. The current study, carried out in the Municipality of Soledad, aims to investigate the cognitive strategies that help listening as well as analyzing the impact of teaching cognitive strategies to enhance listening. To analyze the data, a qualitative method was conducted through an intervention divided into three tests to assess three cognitive strategies taken from the results of a pretest and guided following the stages of the cognitive load processing to know participants’ mental process. A total of 4 female lower language level teachers, within the age range of 19-49 at Future Children School and required to learn English, were trained and interviewed immediately after a listening task. Data analysis results were obtained by comparing the mean of the correct responses and the most useful cognitive listening strategies categorized through think-aloud protocols. The results of the study disclosed that the class after receiving the experimental intervention obtained fairly little advance in comprehension. The analysis indicated the participants had limited vocabulary in L2 to cope with listening, therefore it is recommended that before or during listening intervention there should be a vocabulary training as well.