Improving High School English Language Learners' Second Language Listening Through Strategy Instruction

By Karen A. Carrier. 2003

138 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4916c13980dda051fc241dde737b38fc9368a6ab

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jeremy Cross
2. A. U. Chamot
3. Larry Vandergrift
4. Andrew D. Wolvin
5. Claude Goldenberg
6. Christine Goh
7. E. Macaro
8. Guangwei Hu

In Language and Linguistics

1. Jeremy Cross
2. Larry Vandergrift
3. A. U. Chamot
4. Andrew D. Wolvin
5. Claude Goldenberg
6. Christine Goh
7. E. Macaro
8. Tomoko Kurita

In Literature and Literary Theory

1. Jeremy Cross
2. A. U. Chamot
3. Larry Vandergrift
4. Andrew D. Wolvin
5. Claude Goldenberg
6. E. Macaro
7. Christine Goh
8. Lars Stenius Stæhr

Citations in the corpus

• LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “Carrier (2003) taught listening comprehension strategies to a small group of high school ESL students.”
• Unlocking the Research on English Learners: What We Know--and Don't Yet Know--about Effective Instruction. (2013, background): “Several other studies have shown positive effects of teaching or prompting listening comprehension strategies to English learners.(91) Teachers may need to use students’ primary language (when they can) to teach strategies for students at lower levels of second-language proficiency.”
• Effects of listening strategy instruction on news videotext comprehension (2009, background): “…the listening strategies taught but not others (e.g. McGruddy, 1995; Rost and Ross, 1991), listening comprehension post-test results have been mixed (e.g. Ozeki, 2000; Paulauskas, 1994; Thompson and Rubin, 1996), or methodological concerns limit the weight of positive findings (e.g. Carrier, 2003).”
• Listening and Human Communication in the 21st Century (2011, background): “More than 40 percent of our daily communication time is spent on listening, 35 percent on speaking, 16 percent on reading, and only 9 percent on writing (Burley-Allen, 1995).”
• Recent developments in second and foreign language listening comprehension research (2007, background): “Although studies in listening strategy instruction (Jin 2002; Carrier 2003) may report positive results for the use of one or two strategies, this kind of instruction does not help learners to”