| This study investigates the effect of explicit language learning strategy (LLS) instruction on the listening comprehension proficiency and reported strategy use of university students of beginners' German. Students were divided into an experimental and a comparison group, and the treatment consisted of LLS instruction integrated into listening comprehension tasks. Each student completed a listening comprehension proficiency test and a listening strategies questionnaire before and again after the treatment period. After the treatment period, a selection of students took part in a think-aloud procedure.;LLS instruction did not appear to increase student's listening comprehension proficiency or reported strategy use significantly. It might have, however, been successful in promoting guessing and helped students use strategies more effectively. Student feedback to the LLS instruction was overwhelmingly positive. These results lead to the conclusion that LLSs are a valuable part of instruction. This paper includes a section on how to teach LLSs. |
