Practitioners respond to Suzanne Graham's ‘Research into practice

In her article, Graham (2017) concludes ‘that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way’ (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a test than a task. She continues that there is an over-application of the widely shared findings that pre-listening tasks aid listening comprehension – particularly tasks which involve predicting the vocabulary which will be heard during the listening task. Given the suggestion that learners find listening tasks difficult has been addressed within schools simply by making such tasks easier, Graham feels a more pedagogically apt approach might be to examine more closely what has made the task difficult and to modify teaching to address this

Active listening · Appreciative listening · Class (philosophy · Cognitive psychology · Informational listening · Linguistics · Listening comprehension · Mathematics education · Pedagogy · Process (computing · Reflective listening · Task (project management · Test (biology · Vocabulary · Collaborative Teaching and Inclusion · Communication · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching

• Teacher beliefs about listening in a foreign language

  Open Access•Suzanne Graham, Denise Santos et al.•Teaching and Teacher Education•2014

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• Language teacher research engagement

  Open Access•Simon Borg•Language Teaching•2010

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