Listening in the language classroom
By J. Newton. 2009
464 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/ac23dd6cc45c8d5ac852e31a50a993a3e2a36608
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- S. Graham
- Denise Santos
- L. Harding
- Tineke Brunfaut
- Larry Vandergrift
- R. Vanderplank
- Christine Goh
- E. Francis-Brophy
Citations in the corpus
- Teacher beliefs about listening in a foreign language (2014, background): “Hence there was evidence, in the English context at least, to support Field’s (2008) claim that the ‘comprehension approach’ dominates listening classrooms (but see also below).”
- Exploring the relationship between listening development and strategy use (2011, background): “identified by Graham et al. (2008). In that review, we argue that Peters’ study provides useful insights, including highlighting how certain metacognitive strategies become automatized over time, how – as in Chen’s (2009) study – more proficient listeners increase their use of comprehension monitori”
- Recent developments in second and foreign language listening comprehension research (2007, background): “Given that listening is a strategic, meaning-building process, instruction should include ample practice in listening to realistic texts so that L2 listeners develop real-life listening skills (Buck 1995; Goh 2002b; Vandergrift 2003b; Field 2007a,b).”
- Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes (2015, background): “The need for authentic materials in the field of language teaching and their usefulness have ever more acknowledged by the teachers and researchers. Many empirical studies have demonstrated the positive effects of authentic materials taken by learners who have opportunities to interact and deal with”
- Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “Studies of listening pedagogy in the classroom have noted that listening instruction tends to follow a “testing model”, where listening tasks are performed, answers are checked, and little help is provided to students in terms of how to improve their listening (Field, 1998, 2008).”