Strategy Instruction in Listening for Lower-Intermediate Learners of French
Bibliographic Data
| ID | 4501598 |
|---|---|
| Authors | Suzanne Graham (0000-0002-7743-3977, University of Reading, corresponding author), Ernesto Macaro (0000-0002-0886-2057, University of Oxford) |
| Year | 2008 |
| Volume | 58 |
| Issue | 4 |
| Pages | 747-783 |
| Publication date | 2008-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2008.00478.x |
| OpenAlex | W2074245996 |
| Language | EN |
| Citations received | 66 |
| References cited | 38 |
Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects' listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both the listening performance and self-efficacy of 68 lower-intermediate learners of French in England, against a comparison group. Moreover, the effects of high- and low-scaffolded interventions were compared. Results suggest that the program improved listening proficiency and learners' confidence about listening. Implications for pedagogy and strategy theory are discussed
Active listening · Cognitive psychology · Linguistics · Mathematics education · Pedagogy · Population · Communication · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
EFL Learners’ Challenges in Metacognitive Listening Intervention
The predictive effects of motivational beliefs on listening strategy use
Learner Pronunciation, Awareness, and Instruction in French as a Second Language
Listening as a Pedagogical Target
Teaching Language‐Learning Strategies
Teaching Listening
Exploring the contribution of topic familiarity and listening strategies to listening comprehension among L2 learners of English
Impact of speech-stream segmentation on improving listening comprehension and linguistic self-confidence in primary Arabic and English language classrooms
Bulgarian Students’ Perceptions of Issues and Challenges in Preparing for the English Language Maturity Exam
Implementing the Metacognitive Pedagogical Cycle
Second Language Listening Comprehension Gain From Aural vs. Audio-Visual Inputs
Promoting young EFL learners’ listening potential
Embedding L2 Listening Homework in Metacognitive Intervention
Investigating students’ academic language-related challenges and their interplay with English proficiency and self-efficacy on EMI success in Transnational Education (TNE) programs in China
The moderating role of individual differences on Chinese university EFL learners’ speaking self-efficacy
Navigating the Challenges of L2 Reading
Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills
Second language listening instruction and learners’ vocabulary knowledge
Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness
Immersing learners in English listening classroom
Study abroad experiences count
Listening strategy instruction for EMI learners to understand teacher input in science classrooms
Some insights into listening strategies of learners of English as a foreign language in Vietnam
Measuring latent listening strategies
Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China
Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods
Techniques for researching L2 listeners
L2 listening in a digital era
The effects of strategy instruction on writing strategy use for students of different proficiency levels
Self-regulation in L2 listening
The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education
Explaining listening comprehension among L2 learners of English
Understanding the impact of listening strategy instruction on listening strategy use from a socio-cultural perspective
Learning to listen strategically
Listening should be done communicatively
Children's learning strategy use and the effects of strategy instruction on success in learning ESL in Canada
Enhancing EMI learning through L1 use and ESP
Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China
A native-like adult L2 Korean learner’s agentive acquisition of Korean relative clauses
Transitioning from secondary school to an English-medium transnational university in China
Language awareness and perception of connected speech in a second language
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data
The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades
Second Language Listening Instruction
Metacognition in L2 Listening
Teacher beliefs about listening in a foreign language
Turkish Teacher Candidates’ Self-Efficacies to Use Listening Strategies Scale
Replication research in L2 listening comprehension
Applied Linguistics Group at the University of Oxford
Research into practice
Practitioners respond to Suzanne Graham's ‘Research into practice
The motivational dimension of language teaching
Towards deeper learning in EMI lectures
Boosting Learners' Confidence in Learning English
Examining the Interaction between two Process‐based L2 Listening Instruction Methods and Listener Proficiency Level
L2 listening
Understanding indirect meaning
Learner Variables in Second Language Listening Comprehension
Which approach best promoted low-proficiency learners’ listening performance
Orchestrating listening in EMI university lectures
Developing Oral Comprehension Skills with Students with Limited or Interrupted Formal Education
Effects of Metacognitive Strategy Training on Chinese Listening Comprehension
Suppression and Working Memory in Auditory Comprehension of L2 Narratives
The Effectiveness of Second Language Strategy Instruction
Teaching L2 Learners How to Listen Does Make a Difference
The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners
The Psychology of the Language Learner
Assessing Listening
Exercise of personal and collective efficacy in changing societies
Inside the Black Box
Working Memory
Strategies for Language Learning and for Language Use
Individual Differences in Strategy Use in Second Language Reading and Testing
Individual Differences in Second Language Learning
Listening Comprehension Strategies in Second Language Acquisition
Bottom-up or Top-down Processing as a Discriminator of L2 Listening Performance
Metacognitive Knowledge and Language Learning1
Learners' Perceptions of Listening Comprehension Problems
The relationship between EFL learners' beliefs and learning strategy use
A brief overview of individual differences in second language learning
An insight into listeners' problems
Listening comprehension and strategy use
Exploring listening comprehension tactics and their interaction patterns
Listening comprehension
What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context
Listening Comprehension
The Effect of Speech Modification, Prior Knowledge, and Listening Proficiency on EFL Lecture Learning
Seeing through Listening Comprehension Exam Anxiety
Strategies of Unsuccessful Language Learners
Learning Strategy Applications with Students of English as a Second Language
Can Strategy Instruction Improve Listening Comprehension
Perceived Self-Efficacy in Cognitive Development and Functioning
What the "Good Language Learner" Can Teach Us
Orchestrating Strategy Use
| Unique citing works | 66 |
|---|---|
| Citations per year | 3,67 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |