The goal of the present study was to investigate the instructional potential of metacognitive strategies to improve listening comprehension and the automaticity of listening processes. A pretest—treatment—posttest design was adopted and used in seven sections of second‐semester French. Differences were found based on initial listening proficiency and metacognitive awareness: low proficiency learners in both conditions outperformed all high‐proficiency learners in listening gains over time. Initial level of metacognitive awareness had a significant impact on gains in listening performance: learners in the experimental group who began the study with low metacognitive awareness achieved higher gains in listening. These results indicate that the initial level of metacognitive awareness has a differential impact on listening comprehension gains, supporting the idea that increasing metacognition can help learners to improve listening skills.

中文翻译：

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L2法语中的元认知教学：听力表现和自动性分析

本研究的目的是研究元认知策略的教学潜力，以提高听力理解和听力过程的自动化。在学期第二学期的七个部分中，采用了前测-后处理-后测设计。根据最初的听力水平和元认知意识发现差异：两种情况下，低水平学习者在一段时间内的听力增益均优于所有高水平学习者。元认知意识的初始水平对听力表现的提高有显着影响：实验组中以较低的元认知意识开始学习的学习者在听力方面获得了更高的收获。这些结果表明，元认知意识的初始水平对听力理解能力有不同的影响，