Exploring the relationship between listening development and strategy use

Graham, Suzanne; Santos, Denise; Vanderplank, Robert

doi:10.1177/1362168811412026

Cited by 69 publications

(64 citation statements)

References 15 publications

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“…Then, if they missed any of the activities, the instructor asks the learners to determine why they missed them and to discuss in small groups what strategies they could use to rectify their problems in future listening tasks. Examples of these strategies as outlined in several studies such as Chen (2009) and Graham, Santos, and Vanderplank (2011) include directed attention, selective attention, listening for gist, inferencing, and visualization.…”

Section: Evaluating Listening and Problem Solvingmentioning

confidence: 99%

Promoting Process-Oriented Listening Instruction in the ESL Classroom

Nguyen¹,

Abbott²

2017

TESL Canada

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Section: Evaluating Listening and Problem Solvingmentioning

confidence: 99%

Promoting Process-Oriented Listening Instruction in the ESL Classroom

Nguyen¹,

Abbott²

2017

TESL Canada

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“…Proponents of implicit learning have defended there is no need to teach explicitly second language (L2) learning strategies since students are able to consciously apply them for their own learning (Griffiths, 2004). However, recent research has shown that the explicit teaching of L2 learning strategies can be beneficial for language acquisition (Cohen & Macaro, 2007;Graham et al, 2011;Lyster & Saito, 2010), and, specifically, that "some types of strategies do appear to be more related to success in language learning than others" (Griffiths, 2013: 92).…”

Section: Introductionmentioning

confidence: 99%

Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Alastuey

Agulló

2015

ijes

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Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks. KEYWORDS: strategy, explicit versus implicit teaching, oral skill, textbook analysis, last year Secondary Education. RESUMENHay evidencias de que la enseñanza explícita de estrategias de aprendizaje de L2 favorece el uso de estrategias y el dominio de la expresión oral. Para este estudio se diseñó una lista de verificación de uso de estrategias basada en la taxonomía de Oxford (1990). La lista se aplicó al análisis de la enseñanza de estrategias en los libros de texto más utilizados en el último curso de la enseñanza secundaria en España. El estudio estaba encaminado a determinar si los libros analizados incluyen enseñanza de estrategias, a localizar la ubicación de estas (en el interior de las unidades o en otras secciones del libro) y a identificar qué estrategias se orientan de forma explícita a las dos destrezas orales, expresión y comprensión oral. Una de las conclusiones es que, en general, los libros analizados no promueven suficientemente la enseñanza y el uso de estrategias de aprendizaje de L2.PALABRAS CLAVE: Estrategia, enseñanza explícita e implícita, destreza oral, análisis de libro de texto, último curso de Educación Secundaria.

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“…Moreover, based on findings from questionnaires, class observations, and teacher interviews, language educators are often lacking in practical approaches, techniques and activities that they can apply in their classrooms (Graham, Santos, & Francis-Brophy, 2014;Graham, Santos, & Vanderplank, 2011). Further, teachers who turn to textbook teacher manuals for help may find little support for listening (Field, 2012).…”

Section: Introductionmentioning

confidence: 99%

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

Siegel

2015

SSLLT

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This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners' bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom-up listening instruction.

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Exploring the relationship between listening development and strategy use

Cited by 69 publications

References 15 publications

Promoting Process-Oriented Listening Instruction in the ESL Classroom

Promoting Process-Oriented Listening Instruction in the ESL Classroom

Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

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