Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener

By Larry Vandergrift. 2003

558 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/c9a36a4269f1a431a213b93b29b513eac9f1eaa1

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Citations in the corpus

Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, background): “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.”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, unknown): “…showed the positive relationship between foreign language learning strategies and language proficiency and specific language skills (Bonney, Cortina, Smith-Darden, & Fiori, 2008; Chen, Chiu, & Wang, 2015; Griffiths, 2003; Rivera-Mills & Plonsky, 2007; Shawer, 2016; Vandergrift, 2003, 2005).”
Listening Anxiety and Its Relationship with Listening Strategy Use and Listening Comprehension among Iranian IELTS Learners (2012, background): “For social/affective strategies, Vandergrift (2003) defined the strategies as the techniques listeners use to collaborate with others, to verify understanding or to lower anxiety.”
The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels. (2011, background): “Some researchers such as O’Malley, Chamot, and Kupper, (1989), Vandergrift (1997), Goh (2002), Vandergrift (2003) and Liu (2008) among others investigated the relationship between listening strategy employed by students and their listening abilities.”
Recent developments in second and foreign language listening comprehension research (2007, methodology): “This is the procedure underlying the strategy of ‘questioning elaboration’ (Vandergrift 2003a) used by more-skilled listeners.”
Cognitive Strategies Instruction: From Basic Research to Classroom Instruction (2009, background): “…language learners are more sophisticated in their use of strategies than weaker second language learners, with some of the most compelling work consisting of analyses of verbal protocols of language learning (i.e., think-alouds as students attempt foreign language tasks; e.g., Vandergrift, 2003).”
Exploring the relationship between listening development and strategy use (2011, methodology): “…a taxonomy of strategies was established (Appendix 2), partly based on definitions found in pre-existing taxonomies (O’Malley and Chamot, 1990; Vandergrift, 2003), but also incorporating new ones where the former did not adequately describe strategies found in the data (as outlined in Santos…”
Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications. (2005, unknown): “…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, 2003; Wu, 2003).”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, methodology): “Planning and evaluation strategies are important to L2 learning (Wenden, 1998) and especially so for listening success (Vandergrift, 2003b).”
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “…is supported by research fi ndings that indicate that less skilled listeners tend to approach the input through mental word-to-word translation (Vandergrift, 2003b ), whereas more skilled listeners appear to make greater use of cognitive and metacognitive strategies; that is, they draw on…”
Listening Comprehension and Strategy Use: A Longitudinal Exploration. (2008, unknown): “…data has been questioned (for example, by Seliger, 1983: 184-189) , there is general agreement in the literature that it is the best elicitation method available for gaining insights into on-line strategy use (Vandergrift, 2003), provided care is taken in its implementation and analysis.”