Exploring listening comprehension tactics and their interaction patterns

By Christine Goh. 2002

345 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/c0a023f8ac6cb3412dedf82eb7b510b6279ba962

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Citations in the corpus

Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications. (2005, background): “…some of the existing studies do offer an understanding to the general application of listening comprehension strategies (e.g., Bacon, 1992a, b, c; Goh, 2002; Murphy, 1985, 1987; O’Malley, Chamot, & Kupper, 1989; Rost & Ross, 1991; Teng, 1998; Thompson & Rubin, 1996; Vandergrift, 1992, 1996,…”
1. LISTENING TO LEARN OR LEARNING TO LISTEN? (2004, methodology): “A qualitative analysis of think-aloud protocols reinforced these differences and, in addition, found that the successful listener used an effective combination of metacognitive and cognitive strategies, a finding also reported by Goh (2002a) and Mareschal (2002).”
Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues (2003, background): “…different skill areas, including strategies for oral communication (Huang 1984; Huang and van Naerssen 1987; Chen, 1990), listening strategies (Goh 1997, 1998, 1999, 2002; Jiang 1994; Liu 1996), vocabulary learning strategies (Gu 1994, 2002; Gu and Johnson 1996; P. 287 Zhang 2001 ), reading…”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “Other studies on strategy use also found that better listeners used a wider range of appropriate strategies (see Chen, 2009; Chien & Wei, 1998; Goh, 1998; O’Malley et al., 1989; Vandergrift, 1997; Vogely, 1995; Young, 1996) and in an orchestrated manner (Goh, 2002; Vandergrift, 2003b).”
Effects of listening strategy instruction on news videotext comprehension (2009, background): “Numerous studies have examined more-proficient and less-proficient listeners, and findings indicate that more-proficient listeners use a wider variety of strategies with greater flexibility, frequency, sophistication, and appropriateness to meet task demands (e.g. Chien and Wei, 1998; Goh, 2002; Smi”
Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, background): “…al., 1989); 3. monitoring and evaluating comprehension—that is, checking that one is in fact understanding or has made the correct interpretation (e.g. Goh, 2002; Vandergrift, 2003; Young, 1996); 4. using a variety of clues (linguistic, contextual, and background knowledge) to infer the meaning…”