Strategy instruction in listening for lower-intermediate learners of french
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 concep...
| Váldodahkkit: | , |
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| Materiálatiipa: | Journal article |
| Giella: | English |
| Almmustuhtton: |
2008
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| _version_ | 1826257722434125824 |
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| author | Graham, S Macaro, E |
| author_facet | Graham, S Macaro, E |
| author_sort | Graham, S |
| collection | OXFORD |
| description | 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. © 2008 Language Learning Research Club, University of Michigan. |
| first_indexed | 2024-03-06T18:22:40Z |
| format | Journal article |
| id | oxford-uuid:06d88c0d-94a1-4a0d-abf4-b916b825f2e6 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T18:22:40Z |
| publishDate | 2008 |
| record_format | dspace |
| spelling | oxford-uuid:06d88c0d-94a1-4a0d-abf4-b916b825f2e62022-03-26T09:04:29ZStrategy instruction in listening for lower-intermediate learners of frenchJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:06d88c0d-94a1-4a0d-abf4-b916b825f2e6EnglishSymplectic Elements at Oxford2008Graham, SMacaro, ESecond 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. © 2008 Language Learning Research Club, University of Michigan. |
| spellingShingle | Graham, S Macaro, E Strategy instruction in listening for lower-intermediate learners of french |
| title | Strategy instruction in listening for lower-intermediate learners of french |
| title_full | Strategy instruction in listening for lower-intermediate learners of french |
| title_fullStr | Strategy instruction in listening for lower-intermediate learners of french |
| title_full_unstemmed | Strategy instruction in listening for lower-intermediate learners of french |
| title_short | Strategy instruction in listening for lower-intermediate learners of french |
| title_sort | strategy instruction in listening for lower intermediate learners of french |
| work_keys_str_mv | AT grahams strategyinstructioninlisteningforlowerintermediatelearnersoffrench AT macaroe strategyinstructioninlisteningforlowerintermediatelearnersoffrench |