Strategy Instruction in Listening for Lower‐Intermediate Learners of French

By S. Graham, E. Macaro. 2008

333 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/823d1541248214ac3f253f7c004aa0d6b8b84fdf

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

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “It is possible that lower level learners would benefit from strategy instruction, as argued by Graham and Macaro (2008).”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, methodology): “The results also lend support to a process-oriented approach that develops learners’ strategies and metacognitive knowledge about learning to listen (Graham & Macaro, 2008; Vandergrift & Goh, 2012).”
Self-efficacy and academic listening (2011, methodology): “In a study of intermediate learners of French in England, Graham and Macaro (2008) showed that learners who received listening strategy instruction not only performed significantly better on a listening post-test than those not receiving instruction, their self-efficacy for listening also improved m”
The motivational dimension of language teaching (2017, background): “In the UK, Graham & Macaro (2008) hypothesized that learners’ low self-efficacy with French stemmed partly from difficulty with understanding French speech, and this could be ameliorated by training in a cluster of listening comprehension strategies (e.g. making predictions, identifying key words, r”
Exploring the relationship between listening development and strategy use (2011, background): “Feedback or comments on the strategy use included in such reflections, from classmates (Goh & Taib, 2006) or from a researcher (Graham & Macaro, 2008), also seem to facilitate strategy development.”