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An interesting magazine to teach and practice pronunciation drills
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1
ENGLISH
PLANET:
Pronunciation drills
for English Language
Learners
English Planet: Pronunciation
drills for English
Language Learners
Tips for PronunciationThe importance of applying Metacognition in ClassroomActivities for Pronunciation
2
To the ReaderWelcome!
For those who want to improve and practice their pronunciation and
speaking skills through interactive exercises, this magazine is the perfect choice
for you because it collects some of the most interesting and dynamic
pronunciation exercises that are aimed for learners of all ages.
This magazine has a wide variety of activities for English Language
Learners of all ages where they can practice their pronunciation with some
interactive and helpful exercises. The importance of pronunciation has a very
huge impact on English. Nonnative speakers should be aware of the different
sounds they learn as they hear during conversations. Likewise, students with lack
of pronunciation tend to face some issues when they speak to Native people. They
only focus on fluency. However, in order for a student to become an English
speaker, he or she should also take into account accuracy. Therefore, accuracy as
well as fluency must be balanced in order to express ourselves clearly and
concise.
Lastly, we included our activities attached with the instructions for you to enjoy
practicing your pronunciation while you are studying. We hope you get a good
experience from these activities because they will help you increase your
pronunciation skills and improve your speaking skills as well.
3
This magazine aims to improve learner’s pronunciation with a wide
variety of activities that might be helpful for him to keep practicing inside
and outside the classroom. Likewise, the reason why pronunciation is
important is because it makes you express your ideas and thoughts clearly
when you speak to Native people.
On the other hand, the purpose of this magazine is to help learners to
pronounce words, phrases, and sentences clearly in a way that they can often
use it as a guideline for their conversations, discussions, or speeches.
Pronunciation drills are very important for students if they want to sound
like a Native speaker because they will be able to identify each sound.
Lastly, this magazine will serve students as an appropriate workbook
where they can do the activities that we designed. Our main goal is to help a
student to do better in pronunciation and encourage him to be confident
about himself. Likewise, at the end of the activities, we have prepared an
article where we reflect the importance of pronunciation and the best
activities that a student or a teacher can use.
Introduction
4
Index
To the readers…………………………………………………2Introduction…………………………………………………….3Minimal Pair…………………………………………………….6Homophones Memory Game…………………………..8Role-play Dialogue……………………………………………11Stand up and Sit- down…………………………………….16Consonant Activity……………………………………………18Fruit Salad…………………………………………………………20Tips for pronunciation……………………………………….22The importance of Applying Metacognition in classroom………………………………25
5
Learn Enlgish playing video games
The best way to learn, use video games and learn English easily
6
Target sounds: /i- �/, / ε �/ Learning style: Visual, social
Level: intermediate Personality type: Thinking, task-oriented, spontaneous
Materials: Minimal pair handouts, board markers.
Objective: To be able to identify, discriminate and produce the target sounds in minimal pairs.
Instructions:
1. Draw two pictures like these ones on the board:
2.Elicit what the pictures are – students should guess ‘ear’ in a few seconds (unless you are a terrible artist, which will take longer but will be really funny). The second picture you can make a joke out of – “look really carefully”, “can’t you see it?” In the end, hopefully someone will guess “air”.
3. Elicit the pronunciation and the phonemes /�/ and / ε / and drill them.
4. Give the students the handout and get them to work out what the other pictures are. Make it very clear that the only difference is whether the word has /��/ or /e�/, so if they can guess one word it should be possible to guess the other.
Minimal Pair
Target sound:
/iu/, /e�/, /a�/, /�/, /
Level: Intermediate
Materials: Homophones cards, board marker.
Objective: To be able to identify, discriminate and compare words with the
same pronunciation in a memory game.
Instructions:
1. Print the homophones handout.
2. Cut the papers into squares.
3. Have students work in
4. Each pair/group gets one stack of cards and they should shuffle the
cards and place them facing down.
5. Each pair/group take turns, choose two cards and turn them around to
see if they match.
6. Have students say the words aloud as they pick
practice to check pronunciation.
Activity no. 2: Homophones Memory Game
/i/, //, /��/, /�/, /u/,
�/, /a�/, /�/, /ʊ/.
Learning style
social.
IntermediatePersonality type
spontaneous, observant.
Homophones cards, board marker.
To be able to identify, discriminate and compare words with the
same pronunciation in a memory game.
Print the homophones handout.
Cut the papers into squares.
Have students work in pairs or in groups.
Each pair/group gets one stack of cards and they should shuffle the
cards and place them facing down.
Each pair/group take turns, choose two cards and turn them around to
see if they match.
Have students say the words aloud as they pick cards so that they
practice to check pronunciation.
7
Learning style: Logical, visual,
Personality type: Thinking,
spontaneous, observant.
To be able to identify, discriminate and compare words with the
Each pair/group gets one stack of cards and they should shuffle the
Each pair/group take turns, choose two cards and turn them around to
cards so that they
8
Homophones Memory GameTarget sound: /i/, //, /��/, /�/, /u/, /iu/, /e�/,
/a�/, /�/, /ʊ/.Learning style: Logical, visual, social.
Level: Intermediate Personality type: Thinking, spontaneous,
observant.
Objective: To be able to identify, discriminate and compare words with the same pronunciation in a memory game.
Instructions:
1. Print the homophones handout.
2. Cut the papers into squares.
3. Have students work in pairs or in groups.
4. Each pair/group gets one stack of cards and they should shuffle the cards and place
them facing down.
5. Each pair/group take turns, choose two cards and turn them around to see if they
match.
6. Have students say the words aloud as they pick cards so that they practice to check pronunciation.
Homophones Memory
Game
9
Homophones Words
10
Target sound: /�/,/t�/. Learning style:
Level: Intermediate Personality type:creative, and interactive.
Materials: Role-play handouts, markers, visual aids.
Objective: To be able to practice using role-play activity in order to identify, discriminate asound in real-life situations.
Instructions:1. The teacher gives some examples of words with warm-up activity for students to pronounce these two sounds.
2. Students receive a dialogue script to practice the
3. The teacher organizes students in pairs or small groups of three to practice the dialogue.
4. Each student has to identify the words that have
5. Students circle the words with
5. Students have to be very motivated and enthusiastic when performing the dialogue.
Role-play dialogue
Learning style: Visual, social, kinesthetic.
Personality type: Thinking, task-oriented, spontaneous, creative, and interactive.
play handouts, markers, visual aids.
To be able to practice using -ch and -sh sounds with a dialogue or a play activity in order to identify, discriminate and produce the target
life situations.
1. The teacher gives some examples of words with ch and sh, and then does a up activity for students to pronounce these two sounds.
2. Students receive a dialogue script to practice the ch and sh sounds.
3. The teacher organizes students in pairs or small groups of three to practice
4. Each student has to identify the words that have sh and ch.
ords with sh /�/ and ch /t�/ sounds.
5. Students have to be very motivated and enthusiastic when performing the
Role- play dialogue
11
oriented, spontaneous,
sh sounds with a dialogue or a nd produce the target
, and then does a
3. The teacher organizes students in pairs or small groups of three to practice
5. Students have to be very motivated and enthusiastic when performing the
play dialogue
12
Pronunciation Practice
Read the following dialogue. Circle the words containing the sound / ch / and underline the
words containing the sound / sh / Check your answers with the class.
Practice the dialogue aloud with a partner.
Richard: Do you have any change for the washing machine? My wife, Sharon, is visiting
her parents in Michigan. I’m watching the children and doing the chores.
Tom: Watch out! Don’t put bleach on those shirts. You’ll wash out the color.
Richard: Will you teach me how to wash clothes?
Tom: Yes, I will. First, be sure to wash white shirts separately. Don’t use too much soap.
Richard: I wish Sharon would return. It’s more natural for a woman to wash and shop.
Tom: You sound like a chauvinist! I don’t mind doing chores. I’m great in the kitchen,
too!
Richard: Would you like to take charge? I’ll cheerfully pay you cash.
Tom: Listen, old chap, I’m a bachelor and too old to chase after children. I’m in a rush.
It’s been nice chatting with you, Richard.
Richard: Sure, nice chatting with you, too, Tom.
30 days later, Sharon comes back from Michigan. The scene starts at Richard’s house in
the morning.
Sharon: Honey, I’m back.
Richard: Sugarcube!!!! I missed you so much. How was your vacation in Michigan with
your parents?
Sharon: It was very good. We traveled to Canada through the border to visit Toronto and
see the Niagara Falls. I took beautiful pictures of the falls. My parents gave me a full bag
of cherries, a bottle of champagne, and a bag of cheese croissants on Christmas Eve.
Then, we shared stories together and we laughed a lot. It was so awesome.
Richard: Did you exchange your dollars before entering Canada?
Sharon: Yes, I did sweetie. When I entered Canada, I met a famous architect who built a
round building in downtown Toronto. Then, I bought some cheese because I wanted to
make pizza after visiting Toronto.
Richard: I’m so glad to hear that. You always find a way to cheer me up. With those
cherries that you brought, we can make a delightful cherry pie, make some hot chocol
drink, and invite our neighbors to welcome the New Year.
Sharon: That’s a great idea Richard. Then, we will eat our grapes and make our wishes for
the New Year.
Richards: May your wishes come true, sugarcube.
Sharon: Thank you, my charming prince.
Then, we shared stories together and we laughed a lot. It was so awesome.
Did you exchange your dollars before entering Canada?
Yes, I did sweetie. When I entered Canada, I met a famous architect who built a
onto. Then, I bought some cheese because I wanted to
I’m so glad to hear that. You always find a way to cheer me up. With those
cherries that you brought, we can make a delightful cherry pie, make some hot chocol
drink, and invite our neighbors to welcome the New Year.
That’s a great idea Richard. Then, we will eat our grapes and make our wishes for
May your wishes come true, sugarcube.
Thank you, my charming prince.
13
Yes, I did sweetie. When I entered Canada, I met a famous architect who built a
onto. Then, I bought some cheese because I wanted to
I’m so glad to hear that. You always find a way to cheer me up. With those
cherries that you brought, we can make a delightful cherry pie, make some hot chocolate to
That’s a great idea Richard. Then, we will eat our grapes and make our wishes for
14
15
StandTarget sound: /a/ /o�/
Learning style:Auditory
Level: Beginning
Personality type:
Materials: List of words with the sounds /a/ and /o
Objective: Student will be able to identify the sound /a/ and /olistening several words.
Procedures:
1- Students have to be in the center of the classroom2- The vowel /a/ means stand down.3- Teacher with a list of words starts to pronounce each word and student must do the action corresponding.
Stand up
Note: In this activity is much better in a wise place.
Stand- up, sit downLearning style:Auditory
Personality type: alert and participative
List of words with the sounds /a/ and /o�/.
Objective: Student will be able to identify the sound /a/ and /olistening several words.
Students have to be in the center of the classroomThe vowel /a/ means stand –up and the vowel /o�/ means sit
Teacher with a list of words starts to pronounce each word and student must do the action corresponding.
Stand up- Sit down
Note: In this activity is much better in a wise place.
16
Objective: Student will be able to identify the sound /a/ and /o�/
�/ means sit
Teacher with a list of words starts to pronounce each word and
Sit down
Note: In this activity is much better in a wise place.
List of words with the sound
ao March
o mark
o market
o apologize
o blot
o body
o car
o card
o carpet
o sorry
o star
o stop
List of words with the sound a
o�
o�o Home
o Joke
o Know
apologize o Ago
o Bingo
o Blow
o Choke
o Chose
o Closed
o Coal
o Coat
o Coke
17
a and
Target sound: s-z �-Level: IntermediatePersonality type: Attentive, alert, creativeLearning Style:Materials: list of words, flash cards, markets.Objective: Students will be able to identify the consonants s
Procedures: Making two groups (Group A and Group B). The teacher distributes one card Students have to read the words with the other partners and try to guess what
symbols can identify these words. The Teacher distributes a set of images to the students. Students have to create sentences with the images usi Students must write the sentences on the board and read it aloud. Also, it is necessary that students underline the main word and tells to the partners
what symbols they identified.
Consonant Activity
Attentive, alert, creative
list of words, flash cards, markets.Students will be able to identify the consonants s-z, �- creating sentences.
Making two groups (Group A and Group B).The teacher distributes one card with several words to each group.Students have to read the words with the other partners and try to guess what symbols can identify these words.The Teacher distributes a set of images to the students.Students have to create sentences with the images using the words read before.Students must write the sentences on the board and read it aloud.Also, it is necessary that students underline the main word and tells to the partners what symbols they identified.
Consonant Activity18
creating sentences.
with several words to each group.Students have to read the words with the other partners and try to guess what
ng the words read before.Students must write the sentences on the board and read it aloud.Also, it is necessary that students underline the main word and tells to the partners
Group B
Decision
Revision Confusion slow
snow start Supervision
Group B
Decision Snake beige
Revision Confusion slow
snow start Supervision
19
Revision Confusion slow
snow start Supervision
Objective: Students will be able to disMaterials: chair and list of wordsLevel: BeginnersPersonality type: Attentive, alert, participativeLearning Style: Visual, KinestheticTarget sound: a- �
Procedures:
The teacher has to choose several words like car, wallet or star which include the sounds a- �.
Students must make a circle with the chairs. The teacher will assign one word to each student (it
repeat the words). The teacher will say one of the words and those students who have this
word have to move and find another seat. When the student understands the dynamic of the game the teacher has
to steal one of the chairs, so one
If the student losses, he or she has to repeat the word and tell to the rest of the group what vowel identify this word.
The winner will obtain a candy or chocolate for her or his effort.
Fruit salad
Students will be able to discriminate two different vowels sounds.chair and list of words
Attentive, alert, participativeVisual, Kinesthetic
The teacher has to choose several words like car, wallet or star which .
Students must make a circle with the chairs.The teacher will assign one word to each student (it is necessary to
The teacher will say one of the words and those students who have this word have to move and find another seat.When the student understands the dynamic of the game the teacher has
of the chairs, so one student is left standing.
If the student losses, he or she has to repeat the word and tell to the rest of the group what vowel identify this word.The winner will obtain a candy or chocolate for her or his effort.
20
Fruit salad
criminate two different vowels sounds.
The teacher has to choose several words like car, wallet or star which
is necessary to
The teacher will say one of the words and those students who have this
When the student understands the dynamic of the game the teacher has
If the student losses, he or she has to repeat the word and tell to the rest of the
21
Tips to Teach
Pronunciation
1. Vowel Length
One of the biggest difficulties in clear pronunciation is vowel length. Short vowels
aren’t short enough and long vowels aren’t long enough. It is important to exaggerate in the
beginning so that students can hear the difference more clearly. Do competitions where students
see who can hold the sound the longest. Over time, make the vowels shorter and shorter until
they are the appropriate length.
Example:
The vowels in: beat, boat, boot, bait, bite.
Short vowels: bet, bot, but, bat, bit
2. Practice Listening
You need to hear it before you can say it. Encourage students to get as much listening experience
outside of the classroom as possible. Assign listening reports in order to check in and see what kinds of
English students are listening to outside of class. Listening doesn’t have to be boring. Therefore, you
should tell your students to listen to popular music, TV shows, movies, or anything in English that will
work for them to improve their pronunciation and speaking every day.
2. Mouth Positions
Studies have shown that explicit instruction in how to positio
while speaking greatly helps learners tackling difficult sounds. First, demonstrate
with videos and exaggerate making the sounds yourself. Then pass out mirrors and
have students observe their own mouth positions while forming the sounds. Here
are some of the most important mouth posit
Open mouth: bot, bought (note: for some English dialects, there is no
distinction between these vowels)
Round mouth: boat, boot.
Neutral position: but, bit, bet.
Corners of mouth poi
Tongue between teeth: threat; let.
4. Write Tongue Twisters
Everyone knows that tongue twisters are a great
Nevertheless, instead of doing all the work,
students create their own tongue twisters helps them
the words they know. They will have to really think about how to say words
ones to include in their tongue twister.
2. Mouth Positions
Studies have shown that explicit instruction in how to positio
while speaking greatly helps learners tackling difficult sounds. First, demonstrate
with videos and exaggerate making the sounds yourself. Then pass out mirrors and
have students observe their own mouth positions while forming the sounds. Here
are some of the most important mouth positions for tricky English sounds:
Open mouth: bot, bought (note: for some English dialects, there is no
distinction between these vowels)
Round mouth: boat, boot.
Neutral position: but, bit, bet.
Corners of mouth pointed down (makes a frown): beat / bat.
Tongue between teeth: threat; let.
4. Write Tongue Twisters
Everyone knows that tongue twisters are a great way to practice pronunciation.
instead of doing all the work, we share the load with your students. Having
students create their own tongue twisters helps them to be more aware of which sounds are in
the words they know. They will have to really think about how to say words and
nclude in their tongue twister.
22
Studies have shown that explicit instruction in how to position the mouth
while speaking greatly helps learners tackling difficult sounds. First, demonstrate
with videos and exaggerate making the sounds yourself. Then pass out mirrors and
have students observe their own mouth positions while forming the sounds. Here
ions for tricky English sounds:
Open mouth: bot, bought (note: for some English dialects, there is no
nted down (makes a frown): beat / bat.
way to practice pronunciation.
share the load with your students. Having
be more aware of which sounds are in
and to know which
23
6. Put the Stress on Stress
Sometimes our students are misunderstood when speaking not because of the individual sounds, but
because of inappropriate stress. Do stress marking activities where you can give students a list of words they
already know and have them identify stressed and unstressed syllables until they understand the idea of stress.
You should practice knocking on the desks for each syllable. Knock extra loudly on the stress syllables, and very
gently for unstressed.
7. Decide what kind of accent you would like to speak with
In English, there are many different kinds of accents. The two most common are
British and American. Likewise, there are many different accents even within British or
American pronunciation, but most learning materials will help you learn either a
standard British accent or a standard American accent.
American pronunciation and British pronunciation are completely different. The
consonant sounds are the same (except for the letter ‘t’ and an ‘r’ after a vowel), but the
vowel sounds are very different. The British accent has more vowel sounds, and some
vowel letters are pronounced differently.
Pr
8. Practice hearing the sounds of English
Before you listen to an English podcast, song,
you should read the words first. Highlight,
sound you want to work on. For example, if you have trouble with the
/I/ sound, highlight all the words that you think have the /I/ sound.
Read the passage out loud to yourself, focusing on the words with /I/.
Listen to the podcast
by trying to imitate what the speaker is saying.
10. Practice for at least 30 minutes every day
. Practice hearing the sounds of English
Before you listen to an English podcast, song, or discussion,
read the words first. Highlight, circle, or underline the
sound you want to work on. For example, if you have trouble with the
/I/ sound, highlight all the words that you think have the /I/ sound.
Read the passage out loud to yourself, focusing on the words with /I/.
Listen to the podcast. Can you hear the /I/ sound? Practice the sound
by trying to imitate what the speaker is saying.
10. Practice for at least 30 minutes every day
It’s all in the lips.
Learning pronunciation is helpful for good communication
24
or discussion,
circle, or underline the
sound you want to work on. For example, if you have trouble with the
/I/ sound, highlight all the words that you think have the /I/ sound.
Read the passage out loud to yourself, focusing on the words with /I/.
. Can you hear the /I/ sound? Practice the sound
Learning pronunciation is helpful for good communication
25
26The Importance of Applying Metacognition in Classroom
Indeed, “metacognition plays a vital role in
planning, monitoring, and evaluation the
learning process, and suggested that teacher
should try to understand learners ‘beliefs
and knowledge’s language learners”
(Hişmanoğlu,2006, p 3). It is a model that is
essential to apply in education, since
metacognition brings many advantages for
students in language learning, because of in
this case does not care the field, namely, it is
a model used for grammar, pronunciation,
composition, etc. That is why, metacognition
has function of helping students to face their
weaknesses but also be aware about their
strengths. Hence, use metacognition in
pronunciation is the best way to help
students to recognize all their difficulties and
improve it. As Martínez (2006) stated
“metacognition is important and
consequential for learners of all ages” (p.4).
So, in this way, learners can improve their
In addition, metacognition is applied
totally different in each student, because
of, this model take into consideration
students´ ages, students’ knowledge
among other , such as, students´
motivation, students’ experiences,
positive experience in pronunciation
learning, learning pronunciation by self -
effort which are elements that could
affect or help to all learners in the
acquisition of an excellent
pronunciation.( Hişmanoğlu, 2006, p.1). So,
this model is very relevant in all
education fields to achieve that students
know themselves and can identify those
possible difficulties that they have in
pronunciation and thus try to switch that
and get in a future only positive
feedbacks.
So, if you use metacognition in your class you can get the following behaviors in their students.
- Learn material more efficiently
Retain information longer Generalize skills
Martínez. M.(2006). What is Metacognition. Retrieved from,
http://www.gse.uci.edu/person/martinez_m/docs/mmartinez_metacognition.pdf
Robbins.J (2010).Calla Content And Language Learning Strategies.. http://jillrobbins.com/strategies/strategylist.pdf
Hişmanoğlu. M.(2006). Curent Perspectives on Pronunciation Learning and Teachinglanguage and linguistic Studies, USA,
Some strategies for apply metacognition in ourselves:Plan / Organize:Before beginning a task:
- Set goals.- Plan the task or content sequence.- Plan how to accomplish the task (choose strategies)- Preview a text
Monitor / Identify ProblemsWhile working on a task:
- Check your progress on the task.- Check your comprehension as you use the language. Do you understand? If not, what is
the problem?Evaluate:After completing a task: - Assess how well you have accomplished the learning task. - Assess how well you have used learning strategies. -Decide how effective the strategies were. -Identify changes you will make the next time you have a similar task to do.
Manage Your Own Learning: -Determine how you learn best. -Arrange conditions that help you learn. -Seek opportunities for practice - Focus your attention on the task.
if you use metacognition in your class you can get the following behaviors in their students.
Learn material more efficiently
Retain information longer
Martínez. M.(2006). What is Metacognition. Retrieved from,
http://www.gse.uci.edu/person/martinez_m/docs/mmartinez_metacognition.pdf
Robbins.J (2010).Calla Content And Language Learning Strategies.. Retrieved from, http://jillrobbins.com/strategies/strategylist.pdf
Hişmanoğlu. M.(2006). Curent Perspectives on Pronunciation Learning and Teaching. Journal of language and linguistic Studies, USA, Vol.2-
strategies for apply metacognition in ourselves:
Plan the task or content sequence.Plan how to accomplish the task (choose strategies)
Check your progress on the task.Check your comprehension as you use the language. Do you understand? If not, what is
Assess how well you have accomplished the learning task.w well you have used learning strategies.
Decide how effective the strategies were.Identify changes you will make the next time you have a similar task to do.
Determine how you learn best.tions that help you learn.
Seek opportunities for practiceFocus your attention on the task.
27
Martínez. M.(2006). What is Metacognition. Retrieved from,
. Journal of
Check your comprehension as you use the language. Do you understand? If not, what is
Identify changes you will make the next time you have a similar task to do.
28
29
In English, metacognition is very
essential for learners to improve their
listening and speaking skills. Likewise, there
are strategies, which might be helpful for
students to keep practicing pronunciation
and English every day. Giving feedback to
others is another aspect that needs to be
taken into consideration. From my own
perspective, the best way to apply
metacognition is by recording ourselves
twice a month to see how much we
improve. Furthermore, the use of dialogues
or role-plays allows us to impersonate a
character and imitate his pronunciation as
well.
On the other hand, the use of
metacognitive strategies activates one's
thinking and leads to improved
performance in learning in general
(Anderson, 2002). Learners who have
metacognitive abilities seem to have the
following advantages over others who are
not aware of the role metacognition plays in
learning another language:
1. They are more strategic learners.
2. Their rate of progress in learning as
well as the quality and speed of their
cognitive engagement is faster.
3. They are confident in their abilities
to learn.
4. They do not hesitate to obtain help
from peers, teachers, or family when
needed.
5. They provide accurate assessments
of why they are successful learners.
6. They think clearly about inaccuracies
when failure occurs during an
activity.
7. Their tactics match the learning task
and adjustments are made to reflect
changing circumstances.
8. They perceive themselves as
continual learners and can
successfully cope with new
situations (Wenden, 1998).
Metacognitive strategies do not only
help learning in general but also have a lot
to offer to listening comprehension
specifically. Vandergrift (1997) indicates
that metacognitive strategies such as
analyzing the requirements of a listening
task, activating the appropriate listening
processes required, making appropriate
predictions, monitoring their
Why Metacognition in Learning Pronunciation
is Essential
30
comprehension and evaluating the success
of their approach cause the difference
between a skilled and a less- skilled listener.
Similarly, Goh (2008) lists some of the
positive effects of metacognitive strategy
training on listening comprehension. She
states that it improves students’ confidence
and makes them less anxious in the
listening process. She also believes that
weak listeners in particular benefit much
from the training.
Expert learners engage in what we
call Self-Regulated Learning. A Self-
Regulated Learner begins with goal setting
and planning, taking into account his or her
time constraints, strengths and weaknesses
relevant to the learning task, and
motivation for learning.
In conclusion, metacognition is
essential for effective learning in different
situations. Students can practice their
pronunciation by recording themselves in
order to strengthen their weakness and
endure their speaking skills as well.
References
Anderson, N.J. (2002). The role of
metacognition in second language
teaching and learning. ERIC Digest, April
2002, 3-4.
Wenden, A. L. (1998). Metacognitive
knowledge and language learning.
Applied Linguistics, 19, 515-37.learning.
ERIC Digest, April 2002, 3-4.
Goh, C. (2008). Metacognitive Instruction
for Second Language Listening
Development: Theory, Practice and
Research Implications. Regional
Language Centre Journal, 39(2), 188 -
213.
Vandergrift, L. (1997). The comprehension
strategies of second language (French)
listeners: A descriptive study. Foreign
Language Annals, 30, 387-409.
Mariana Martínez SolanoMariana Martínez Solano
Nicolás Hernández Muños
31
Nicolás Hernández Muños