2313-8912Research Result. Theoretical and Applied Linguistics2313-891210.18413 / 2313-8912-2015-1-3-117-126618APPLIED LINGUISTICSSTRATEGIES FOR L2 LECTURE COMPREHENSION: AN INTERVENTION STUDYSTRATEGIES FOR L2 LECTURE COMPREHENSION: AN INTERVENTION STUDYVelikovaSylviaVelikovaSylviasylvia.velikova@gmail.comTsvetkovDimiterTsvetkovDimiterdimiter.petkov.tsvetkov@gmail.comUniversity of Veliko Turnovo, Bulgaria20151300

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.

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.

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