The University of Tehran Journal of Foreign Language Research 2588-4123 14 3 2024 10 22 A Study of Teaching Prosody through Cognitive and Metacognitive Exercises in Teaching French to Iranian Learners A Study of Teaching Prosody through Cognitive and Metacognitive Exercises in Teaching French to Iranian Learners 415 427 99417 10.22059/jflr.2024.379609.1142 FA Hadissehalsadat Mousavi Hadisehalsadat Mousavi 0000-0002-8702-8094 Department of French Language, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran Journal Article 2024 05 19 This research investigates the impact of cognitive and metacognitive exercises on the learning of prosody in Iranian French language learners. Using a pre-test and post-test design with a control group, 60 second- and third-year undergraduate students from Shahid Chamran University of Ahvaz were divided into experimental and control groups. The experimental group received cognitive and metacognitive exercises over eight sessions, while the control group followed conventional methods. The results showed that the experimental group significantly improved their listening and speaking scores compared to the control group. Additionally, qualitative analysis revealed that students in the experimental group had a more positive learning experience and were better able to understand and produce prosodic patterns. These findings suggest that cognitive and metacognitive exercises can significantly enhance the auditory and oral skills of language learners. The study highlights the importance of integrating cognitive strategies in language teaching to improve learners' proficiency in prosody. The outcomes of this research can provide valuable insights for educators and curriculum designers, suggesting that incorporating innovative cognitive-based exercises into language programs can lead to more effective learning outcomes. By improving their understanding and production of prosody, learners can achieve better overall language proficiency, which is crucial for effective communication in a foreign language. This research investigates the impact of cognitive and metacognitive exercises on the learning of prosody in Iranian French language learners. Using a pre-test and post-test design with a control group, 60 second- and third-year undergraduate students from Shahid Chamran University of Ahvaz were divided into experimental and control groups. The experimental group received cognitive and metacognitive exercises over eight sessions, while the control group followed conventional methods. The results showed that the experimental group significantly improved their listening and speaking scores compared to the control group. Additionally, qualitative analysis revealed that students in the experimental group had a more positive learning experience and were better able to understand and produce prosodic patterns. These findings suggest that cognitive and metacognitive exercises can significantly enhance the auditory and oral skills of language learners. The study highlights the importance of integrating cognitive strategies in language teaching to improve learners' proficiency in prosody. The outcomes of this research can provide valuable insights for educators and curriculum designers, suggesting that incorporating innovative cognitive-based exercises into language programs can lead to more effective learning outcomes. By improving their understanding and production of prosody, learners can achieve better overall language proficiency, which is crucial for effective communication in a foreign language. https://jflr.ut.ac.ir/article_99417_64d73af23925eabb014f3a6a34e6c25b.pdf