LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Graham, Suzanne (2017)
Publisher: Cambridge University Press
Languages: English
Types: Article
Subjects:
This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007) – in other words, where learners listen to a recording, a TV or radio clip or lecture, but where there is no communication back to the speaker(s). A review of the literature relating to such listening reveals a tendency for papers to highlight two features in their introductory lines: first, the acknowledged importance of listening as a skill underpinning second language (L2) acquisition more broadly, and second, the relative paucity of research into listening compared with the skills of speaking, reading or writing. In the last ten years or so, however, there has been a growth in the number of studies conducted in the field, as evidenced in Vandergrift's review in 2007 and Vanderplank's more recent overview (2013). Consequently, my view is that it is possible to identify from that research certain key principles in relation to listening within instructed settings, particularly regarding listening strategies.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Goh, C. C. M. (2000). A cognitive perspective on language learners' listening comprehension problems. System 28.1, 55‒75.
    • Goh, C. (2010). Listening as process: Learning activities for self-appraisal and selfregulation. In N. Harwood (ed.), English language teaching materials: Theory and practice. Cambridge: Cambridge University Press, 179‒206.
    • Goh, C. & Y. Taib (2006). Metacognitive instruction in listening for young learners. ELT Journal 60.3, 222‒232.
    • Graham, S. (2006). Listening comprehension: the learners' perspective. System 34.2, 165‒ 182.
    • Graham, S. & E. Macaro (2008). Strategy instruction in listening for lower-inter- mediate learners of French. Language Learning 58.4, 747‒783.
    • Graham, S. & D. Santos (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Basingstoke, UK: Palgrave.
    • Graham, S., D. Santos & E. Francis-Brophy (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education 40, 44‒60.
    • Graham, S., D. Santos & R. Vanderplank (2010). Strategy clusters and sources of knowledge in French L2 listening comprehension. International Journal of Innovation in Language Learning and Teaching 4.1, 1‒20.
    • Graham, S., D. Santos & R. Vanderplank (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research 15.4, 435‒456.
    • Harris, V. (2007). Exploring progression: Reading and listening strategy instruction with near-beginner learners of French. Language Learning Journal 35.2, 189‒204.
    • Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. Language, Culture and Curriculum 13.2, 137‒153.
    • Herron, C., P. Cole, H. York & P. Linden (1998). A comparison study of student retention of foreign language video: Declarative versus interrogative advance organizer. Modern Language Journal 82.2: 237‒247.
    • Horwitz, E. K., M. B. Horwitz & J. Cope (1986). Foreign language classroom anxiety. The Modern Language Journal 70.2, 125‒132.
    • Jafari, K. & F. Hashim (2012). The effects of using advance organizers on improving EFL learners' listening comprehension: A mixed method study. System 40.2 270 ‒281.
    • Macaro, E. (2003). Teaching and learning a second language: A guide to current research and its applications. London: Continuum.
    • Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal 90.3, 320‒337.
    • Macaro, E. (2014). Students' strategies in response to teachers' second language explanations of lexical items. Language Learning Journal doi:10.1080/09571736.2014.905971
    • Macaro, E., S. Graham & R. Vanderplank (2007). A review of listening strategies: Focus on sources of knowledge and on success. In A. D. Cohen & E. Macaro (eds.), Language learner strategies: 30 years of research and practice. Oxford: Oxford University Press, 165‒185.
    • Macaro, E., S. Graham & R. Woore (2015, forthcoming). Improving foreign language teaching: Towards a research-based curriculum and pedagogy. Abingdon: Routledge.
    • Macaro, E. & T. Mutton (2002). Developing language teachers through a co-researcher model. Language Learning Journal 25.1, 27‒39.
    • Ofsted (2011) Modern Languages. Achievement and challenge 20072010. Retrieved from http://www.ofsted.gov.uk/resources/modern-languages-achievement-and-challenge2007-2010
    • O'Malley, J. M. & A. U. Chamot (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
    • Qualifications and Curriculum Authority. (2007). National Curriculum. Programme of study for key stage 3 and attainment targets. Retrieved from http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b0 0199616/mfl
    • Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching 40.3, 191‒210.
    • Vandergrift, L. & M. H.Tafaghodtari (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning 60.2, 470‒497.
    • Vanderplank, R. (2013). Listening and understanding. In P. Driscoll, E. Macaro & A. Swarbrick (eds.), Debates in modern languages education. Abingdon, UK: Routledge, 53‒65.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

    Title Year Similarity

    De lijn van Vanderplank

    200170
    70%

    De punt van Vanderplank

    200070
    70%

Share - Bookmark

Cite this article