Listening comprehension: The learners’ perspective

By S. Graham. 2006

422 citations recorded by the source corpus.

Subfields: Language and Linguistics, Philosophy

View Paper: https://www.semanticscholar.org/paper/e5b9087fbfe6e9cf33d4bb0c95b44be09ad36512

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Citations in the corpus

Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “Research that examined L2 learners’ introspection of their learning has shown that learners possess explicit and implicit metacognitive knowledge about the listening process and themselves as L2 listeners (Cross, 2010; Goh, 1997; Graham, 2006; Vandergrift, 2003a; Zhang & Goh, 2006).”
Self-efficacy and academic listening (2011, background): “In a study of my own (Graham 2006) , I asked intermediate school-age learners of French in England to indicate in a questionnaire the language skill area in which they felt they had experienced the least success.”
Recent developments in second and foreign language listening comprehension research (2007, background): “Research shows that L2 listeners tend to segment on the basis of their L1 segmentation procedures (Cutler 2001); this problem is particularly acute for lower-proficiency listeners (Goh 2000; Graham 2006).”
Engagement with language: interrogating a construct (2009, background): “Another challenge mentioned was the natural speed of delivery which can make understanding difficult ( Flowerdew & Miller, 1996 ; Graham, 2006 ), particularly in telephone conversations.”
Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, background): “Graham (2002, 2006), investigating the lack of popularity of foreign language learning This research was made possible by a grant (No.”
Teacher beliefs about listening in a foreign language (2014, background): “no focus on listening development, emphasising instead National Curriculum levels and comprehension activities (Graham, Santos, & Francis-Brophy, 2011). Kauffman (2005) comments on the powerful role played by textbooks in contexts with a very prescribed curriculum, with textbooks presenting activiti”
Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. (2016, background): “Graham (2006) said that there are some other factors that increase learners’ listening comprehension problems such as restricted vocabulary, poor grammar, and misinterpretations about listening tasks.”
Listening in the Language Classroom (2009, background): “1 See Graham, 2006, for evidence to this effect, drawn from British learners of French.”
Learner strategies and self-efficacy: Making the connection (2007, background): “Graham (2006a) suggests that such a tendency is particularly acute in a skill such as listening comprehension, where the processes involved to learners to be seem inaccessible and uncontrollable.”
Metacognitive Instruction for Second Language Listening Development (2008, background): “…to date show that language learners demonstrate some degree of metacognitive knowledge about themselves as L2 listeners and the listening process (Goh 1997; Graham 2006; Sinanu, Palupi, Anggraeni and Hastuti 2007) and this is true also of young learners (Goh and Yusnita 2006; Vandergrift 2002).”
Exploring the relationship between listening development and strategy use (2011, background): “Field (2008), like Graham (2006), argues that in many language classrooms, listening features as an activity to be practised rather than as a skill to be developed and taught.”