Abstract:

Listening is the first step in the learning of a foreign language. To the extent that learners create a solid foundation for this first step, their preliminary knowledge for other skills and learning will be developed. This is why teachers need to observe the development of the learners' listening skills, identify the stages when they have problems and plan instructional activities to solve these problems. Metacognitive strategies can play a guiding role in this process. Listening instruction that takes metacognitive strategies into account can make important contributions to the teaching of Turkish as a foreign language by resolving problems and helping with the observation of development. Rubrics can be used to help students develop metacognitive strategies. This study aims to develop a rubric for metacognitive strategies to observe and support the development of the listening skills of foreign learners of Turkish.

Keywords: