Learning Process Model

INTRODUCTION

When learning a new language, some people will adapt the second language to make them relevant to the different circumstances of the first language (John Field, 2010). This strategy used to learn a second language is known as the process model. A process model is an approach that helps learners to identify their target in listening practice and the target is based on the second language (L2) listener behaviour in listening. This approach is referred to as a sub-skills method as it adheres to the bottom-up approach, which is a principle that divides an input into its micro-skill so that learning process is easier for an L2 learner. Through understanding these sub-skills, one is able to interconnect them before processing the input

When a listener listens to a speech stream, his brain will carry these two processes simultaneously to help him to make sense of what he is listening to. Decoding helps a learner to match the sounds he hears into a block of words that he thinks it is. In 2010, John Field mentioned that the learners should adapt to the unfamiliar characteristics of the language which are the phonology, word-forms, patterns of intonation, grammar structures and function words so that he is able to decode what he is hearing. As the learner is listening, he is not using one of these skills but maybe two or more at the same time otherwise, he is unable to listen to the rest of the speech. This is because human’s short-term memory has a limited capacity to remember words heard. Imagine, the speaker has to listen, memory and process the sounds at the same time. He may not be able to listen to the complete speech because his brain is busy in decoding the sounds. Thus, the human brain will use more sub-skills at once to decode the sounds faster so that one is able to listen to the complete speech and decode

Metacognitive is one’s ability to think about his or her thinking or cognition. To make it easier, it is the ability to think about how we process information for a range of purposes and manage the way we do it (Vandergrift & Goh, 2012). The process model is a teacher based method that allows the teacher to notice the listener’s weakness and work on it while the metacognitive approach is students based that the students themselves notice their own weaknesses and work on it. These two approaches work together to maximise the listening comprehension of the