STRATEGIES FOR L2 LECTURE COMPREHENSION: AN INTERVENTION STUDY
The study reported in this article set out to investigate the effect of an intervention into the strategies for second language (L2) lecture comprehension. The research was conducted in a Bulgarian university context and adopted a quasi-experimental pretest-posttest design. The 15-week instructional sequence was based on explicit/direct teaching of cognitive and metacognitive strategies for listening to lectures in English. The results indicated that the students in the experimental group (n = 34) significantly outperformed their counterparts in the comparison group (n = 25) in a multiple-choice test used as a measure for L2 lecture comprehension. The findings, therefore, suggest that the strategy-based instruction could facilitate the development of L2 lecture listening skills.