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Master thesis

Développer des stratégies métacognitives de compréhension orale pour aborder des cours magistraux en France : pourquoi et comment ? Enquête auprès d’étudiantes chinoises de langue française à l’Université Jinan

Abstract : Each year, the Department of French at Jinan University (JNU) has seen a quarter of its graduates pursue a master’s degree in France, while these students have not been trained to handle any university lecture in french. Besides, their lexical segmentation and word recognition skills are not adequate for comprehending oral texts in authentic situations, which requires a good grasp of metacognitive strategies favoring top-down processes of listening comprehension. In this way, our study investigated the effects of a metacognitive, process-based approach to listening, aiming at enabling Chinese students to better understand the french university lectures with the use of listening strategies. Twelve students studying in the Department of French at JNU have participated in our study. They listened to lectures while participating in planning, prediction, problem solving and assessment with regard to their listening tasks. The use of twelve strategies before, during and after listening was developed and assessed, such as “understanding the contextual information of the lecture”, “building hypotheses”, “setting listening goals”, “identifying and solving problems during and after listening” and “assessing listening performances in groups or self-assessment”. To check out whether their metacognitive awareness of listening process has evolved, we had them complete the Metacognitive Awareness Listening Questionnaire (Vandergrift et al., 2006) before, during and after strategy training. The results of our study have shown the development of metacognitive knowledge and metacognitive strategy use that help participants understand lectures in french : the renewal of their perception concerning listening comprehension, the reduction of stress and difficulties in listening task completion, as well as the less frequent use of translation. Besides, strategies in planning and group discussion have proven to be the most effective in understanding lectures. As far as prospects are concerned, we wish to adjust and improve some metacognitive strategies which are less effective. In addition, we would also like to study, over a longer period, the effects of this approach on student’s listening performances, based on rigorously designed assessment tools and in comparison with a control group.
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Submitted on : Thursday, September 24, 2020 - 3:33:12 PM
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Ziqing Chen. Développer des stratégies métacognitives de compréhension orale pour aborder des cours magistraux en France : pourquoi et comment ? Enquête auprès d’étudiantes chinoises de langue française à l’Université Jinan. Linguistique. 2020. ⟨hal-02948319⟩

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