This paper reports on an exploratory investigation into the impacts of implicit instruction of listening strategies on strategy use and listening performance of young EFL learners in Turkey. Data from 34 lower-intermediate learners of English in two-4th grade-classes in a primary school were analysed to investigate to what extent their employment of listening strategies varied after 12-week-strategy instruction integrated into their listening activities, and whether there was any change in their awareness of top-down and bottom-up processes in listening comprehension. Qualitative instruments of listening interviews were employed in the experimental and control groups to explore young learners’ listening strategy use. Also, self-assessment grids and a pre- and post-test provided evidence of how the experimental group class had changed their reported strategy use and performance in listening comprehension. Analysis of the data revealed a difference in young learners’ listening performance and strategy use over the examined time period, including a reported change in awareness of listening, increase in self-confidence, and a greater willingness to engage in strategy use. These findings are discussed in terms of the development in listening comprehension in English. This study implies that listening strategy instruction should be integrated in second language listening classroom to better young learners’ listening.

中文翻译：

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探索策略教学的作用：年轻学习者的听力表现和策略使用

本文报告了一项关于听力策略的隐性教学对土耳其年轻 EFL 学习者的策略使用和听力表现的影响的探索性调查。对一所小学二至四年级的 34 名中低级英语学习者的数据进行了分析，以调查在将 12 周的策略教学融入听力活动后，他们的听力策略使用变化有多大，以及是否存在他们对听力理解中自上而下和自下而上过程的认识发生任何变化。实验组和对照组使用听力访谈的定性工具来探索年轻学习者的听力策略使用。还，自我评估表格和前后测试提供了实验组班级如何改变他们报告的策略使用和听力理解表现的证据。对数据的分析显示，在检查的时间段内，年轻学习者的听力表现和策略使用存在差异，包括听力意识的变化、自信心的增加以及参与策略使用的更大意愿。这些发现将根据英语听力理解的发展进行讨论。本研究表明，听力策略教学应融入二语听力课堂，以提高青少年学生的听力。对数据的分析显示，在检查的时间段内，年轻学习者的听力表现和策略使用存在差异，包括听力意识的变化、自信心的增加以及参与策略使用的更大意愿。这些发现将根据英语听力理解的发展进行讨论。本研究表明，听力策略教学应融入二语听力课堂，以提高青少年学生的听力。对数据的分析显示，在检查的时间段内，年轻学习者的听力表现和策略使用存在差异，包括听力意识的变化、自信心的增加以及参与策略使用的更大意愿。这些发现将根据英语听力理解的发展进行讨论。本研究表明，听力策略教学应融入二语听力课堂，以提高青少年学生的听力。