Chapter 8. Using metacognitive strategies to induce phase shifts
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Shannon R. Becker
Abstract
In this chapter, we critically self-evaluate a previously published study through the lens of Complex Adaptive Systems (CAS) theory. In this way we propose a Complex Adaptive Systems approach to second language (L2) language development in order to examine the effectiveness of explicit listening instruction and metacognition. We do this by conceiving of problems in listening comprehension as attractors in the state space of L2 language development and interpreting explicit instruction as a way of inducing a phase shift. The original study used a traditional pretest-posttest design to evaluate the effectiveness of a teaching method using metacognitive listening strategies and audiovisual media. We present the original design and results, discuss why this method is insufficient for considering language from a usage-inspired complexity perspective, and offer some suggestions for how it may be re-conceptualized via CAS theory. We argue that a complex systems perspective allows for more freedom in interpreting results by taking into account the nonlinear nature of language development and its inherent variability.
Abstract
In this chapter, we critically self-evaluate a previously published study through the lens of Complex Adaptive Systems (CAS) theory. In this way we propose a Complex Adaptive Systems approach to second language (L2) language development in order to examine the effectiveness of explicit listening instruction and metacognition. We do this by conceiving of problems in listening comprehension as attractors in the state space of L2 language development and interpreting explicit instruction as a way of inducing a phase shift. The original study used a traditional pretest-posttest design to evaluate the effectiveness of a teaching method using metacognitive listening strategies and audiovisual media. We present the original design and results, discuss why this method is insufficient for considering language from a usage-inspired complexity perspective, and offer some suggestions for how it may be re-conceptualized via CAS theory. We argue that a complex systems perspective allows for more freedom in interpreting results by taking into account the nonlinear nature of language development and its inherent variability.
Chapters in this book
- Prelim pages i
- Table of contents vii
- List of contributors xi
- Acknowledgements xvii
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Introduction
- Chapter 1. Usage-inspired L2 instruction 3
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Part I. Usage-inspired L2 instruction through three lenses
- Chapter 2. L2 developmental education and systemic theoretical instruction 29
- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
- Chapter 4. On the relationship between interaction and language learning 75
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Part II. How effective is usage-inspired L2 instruction?
- Chapter 5. Conceptual frameworks and L2 pedagogy 95
- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
- Chapter 7. The impact of prior knowledge on second language grammar practice 143
- Chapter 8. Using metacognitive strategies to induce phase shifts 165
- Chapter 9. The role of ‘roles’ in task-design 187
- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
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Part III. A central role for corpus linguistics in usage-inspired L2 instruction
- Chapter 11. Compounds and productivity in advanced L2 German writing 237
- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
- Chapter 13. Examining multifaceted sources of input 291
-
Conclusion
- Chapter 14. Usage-inspired L2 instruction 315
- Index 323
Chapters in this book
- Prelim pages i
- Table of contents vii
- List of contributors xi
- Acknowledgements xvii
-
Introduction
- Chapter 1. Usage-inspired L2 instruction 3
-
Part I. Usage-inspired L2 instruction through three lenses
- Chapter 2. L2 developmental education and systemic theoretical instruction 29
- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
- Chapter 4. On the relationship between interaction and language learning 75
-
Part II. How effective is usage-inspired L2 instruction?
- Chapter 5. Conceptual frameworks and L2 pedagogy 95
- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
- Chapter 7. The impact of prior knowledge on second language grammar practice 143
- Chapter 8. Using metacognitive strategies to induce phase shifts 165
- Chapter 9. The role of ‘roles’ in task-design 187
- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
-
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
- Chapter 11. Compounds and productivity in advanced L2 German writing 237
- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
- Chapter 13. Examining multifaceted sources of input 291
-
Conclusion
- Chapter 14. Usage-inspired L2 instruction 315
- Index 323
