Empowering MYP L2 Learners: Enhancing Listening Comprehension Through Working Memory Strategies
Listening comprehension is widely regarded as one of the most cognitively demanding skills in second language (L2) acquisition. Despite its importance, explicit instruction targeting the mental processes involved—particularly those related to working memory (WM)—is often lacking in L2 pedagogy. This...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | inglés |
| OAI Identifier: | oai:dadun.unav.edu:10171/117407 |
| Acceso en línea: | https://hdl.handle.net/10171/117407 |
| Access Level: | acceso abierto |
| Palabra clave: | Listening comprehension Working memory Second language acquisition Cognitive strategies MYP English B |
| Sumario: | Listening comprehension is widely regarded as one of the most cognitively demanding skills in second language (L2) acquisition. Despite its importance, explicit instruction targeting the mental processes involved—particularly those related to working memory (WM)—is often lacking in L2 pedagogy. This proposal introduces a self-study guide aimed at addressing this gap by equipping L2 learners with WM-based strategies such as chunking, selective attention, and dual-tasking, specifically within the context of the middle years programme (MYP) English B classroom. The project outlines the development of a guide that integrates differentiated tasks based on language proficiency phases, scaffolded reflection prompts, and visually supported organizers, all aligned with the Approaches to Learning (ATL) framework. These elements are designed to enhance accessibility, promote metacognitive awareness, and support practical classroom application. This proposal explores how explicitly teaching WM strategies may help reduce cognitive overload and improve learners’ capacity to process spoken language in real time. It positions listening not as a passive skill, but as an active, trainable cognitive process The intended contribution is both theoretical and practical: to offer a replicable framework and tool for integrating WM-based listening strategies into language learning environments. By reimagining listening as a skill that can be developed through targeted cognitive training, this initiative seeks to support L2 learners in navigating complex academic contexts and achieving greater success in international education settings. |
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