Few studies have analyzed the impact of language awareness and metacognitive strategies for intelligibility in the context of English as an International Language. This qualitative action research study examined the impact of using three metacognitive strategies: overviewing, goal setting, and self-evaluating to raise adult learners’ awareness of stress and intonation at a private language center in Bogota. Ten participants enrolled in an advanced English course showed lack of awareness of the use of suprasegmentals (stress or intonation) to communicate intelligibly in a preliminary oral interview. The implementation took three cycles. Each one lasted an hour every day for two weeks. During the first week, the participants were trained to use one metacognitive strategy. During the second week, they identified a suprasegmental feature from video or audio input. Finally, they monitored the use of such a feature through the strategy they had learnt in the first week. The data collection instruments were learning logs, recorded artifacts, and field notes. The results showed that students raised awareness in a triadic process that involves metalinguistic, learning, and self-awareness. Results may be useful to revisit the current teaching of pronunciation and to provide insights about the use of elements from the lingua franca core in the Colombian context.

中文翻译：

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使用元认知策略提高压力和语调意识

很少有研究分析英语作为国际语言的背景下语言意识和元认知策略对可懂度的影响。这项定性行动研究研究了使用三种元认知策略的影响：概述，目标设定和自我评估，以提高成年学习者在波哥大私人语言中心的压力和语调意识。参加高级英语课程的10名参与者表示，他们不了解在初次口头面试中使用超节段（重音或语调）进行可理解的交流的意识。实施过程耗时三个周期。每个人每天持续一个小时，持续两个星期。在第一周中，培训参与者使用一种元认知策略。在第二周 他们从视频或音频输入中识别了超分割特征。最后，他们通过第一周学到的策略监控了此功能的使用。数据收集工具是学习日志，记录的工件和现场记录。结果表明，学生在涉及元语言，学习和自我意识的三元过程中提高了意识。结果可能有助于重新审视当前的发音教学，并提供有关哥伦比亚语环境中来自通用语言核心元素的使用的见解。结果表明，学生在涉及元语言，学习和自我意识的三元过程中提高了意识。结果可能有助于重新审视当前的发音教学，并提供有关哥伦比亚语环境中来自通用语言核心元素的使用的见解。结果表明，学生在涉及元语言，学习和自我意识的三元过程中提高了意识。结果可能有助于重新审视当前的发音教学，并提供有关哥伦比亚语环境中来自通用语言核心元素的使用的见解。