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Integration of metacognitive activities to enhance the listening skills of level one students at La Guajira - University in Fonseca.

dc.contributor.authorBuiles Zapata, Suleica Elvira
dc.contributor.authorPerez Medina, Rosmeris Beatriz
dc.date.accessioned2022-07-15T20:31:57Z
dc.date.available2022-07-15T20:31:57Z
dc.date.issued2018
dc.identifier.isbn9789588942674spa
dc.identifier.urihttps://repositoryinst.uniguajira.edu.co/handle/uniguajira/421
dc.description.abstractThis paper aims to illustrate the process of integration of metacognitive activities in the teaching of listening to level one students at La Guajira University. The importance of this BOOK lies in reporting an action research of the implementation of Vandergrift´s metacognitive cycle in the teaching of listening in this particular context. In this paper, we will describe the theoretical background and justification of the project, details about the action research: its theoretical foundation, methodology, findings and conclusions.eng
dc.description.tableofcontents1. Introduction 7 1.1 Description of the context 7 1.2 Research Question 9 1.3 Objectives 9 1.3.1 General Objective 9 1.3.2 Specific Objectives 10 1.3.3 Sections overview 10 1.4 Rationale 10 1.4.1 Colombian Educational Framework 10 2. Theoretical framework 13 2.1 Perspective on Listening 13 2.2 Definition of listening 13 2.3 Cognitivist view of listening 15 2.3.1 Top down and bottom up processing 15 2.3.2 Controlled and automatic processing 16 2.3.3 Perception, Parsing and Utilization 16 2.4 Metacognition 17 2.4.1 Definition of metacognition 17 2.4.2 Metacognition in listening 17 2.4.3 Metacognition Instruction 19 2.4.4 Listening Studies19 3. Methodology 25 3.1 Research question 25 3.2 Research 26 3.3 Research Paradigms 26 3.4 General Approach to Research 28 3.5 Type of the study 29 3.6 Phases of the study 29 3.7 Metacognitive process 30 3.8 Data collection Instrument 31 3.9 Vandergrift’s Metacognitive Pedagogical Cycle 32 3.10 Sample of the Metacognitive Pedagogical Sequence 34 3.11 Participants and ethical considerations 36 4. Findings 39 4.1 Questionnaire 39 4.2 Analysis of the students’ listening development through the implementation of Vandergrift’s pedagogical cycle 54 4.3 Analysis of the three pedagogical cycles, Interview and Teacher´s diary 54 5. Findings and discussion 61 Conclusion 65 References 66 Appendixes 71 8.1 Appendix A: Metacognitive Awareness Listening Questionnaire .. 72 8.2 Appendix B: Worksheet listening task 1 74 8.3 Appendix C: Worksheet listening task 2 76 8.4 Appendix D: Worksheet listening task 379 8.5 Appendix E: Listening Activity 82 8.6 Appendix F: Listening Supplement 2 84 8.7 Appendix G: Interview 1 85 8.8 Appendix H: Interview 2 88eng
dc.format.extent92 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherUniversidad de la Guajiraspa
dc.rightsCopyright - Universidad de La Guajira, 2018eng
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/spa
dc.subject.classificationMetacognitive activities
dc.subject.classificationTheoretical framework
dc.subject.classificationListening skills
dc.titleIntegration of metacognitive activities to enhance the listening skills of level one students at La Guajira - University in Fonseca.eng
dc.typeLibrospa
dc.contributor.corporatenameUniversidad de La Guajiraspa
dc.publisher.placeColombiaspa
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