Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

By Larry Vandergrift, Marzieh H. Tafaghodtari. 2010

488 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f285ed4cbb5a4ff31baebf7373b7a5c246809508

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Citations in the corpus

Self-efficacy and academic listening (2011, background): “…suggest that the act of talking about one’s strategies to another person, for example in paired listening tasks, can increase listeners’ metacognitive awareness (Cross, forthcoming; Vandergrift & Tafaghodtari, 2010), and hence by implication, increase their sense of control over their listening.”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “In spite of the importance of metacognition for learning, its manifestation as a construct in second language (L2) listening has only been examined in recent years (see e.g. Cross, 2010; Goh, 1997; Mareschal, 2007; Vandergrift & Tafaghodtari, 2010).”
Materials evaluation and design in language teaching (2002, background): “…Skehan & Swain 2001; Ellis 2003), vocabulary learning (e.g. Schmitt 2000), cognitive approaches (e.g. Skehan 1998), metacognitive instruction (e.g. Vandergrift & Tafaghodtari 2010), critical applied linguistics (e.g. Pennycook 2001), genre analysis (e.g. Swales 1990), interactional linguistics…”
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, unknown): “…2000; Staehr, 2009; Vandergrift & Baker, 2015), listening strategy use (Graham, Santos, & Vanderplank, 2008), metacognitive awareness (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006; Vandergrift & Tafaghodtari, 2010; X. Y. Zuo, 2013), working memory and processing speed (Andringa et al., 2012).”
Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “Next, research focusing on the differences between more-skilled and less-skilled L2 learners in regulating the top-down and the bottom-up processes has provided ample evidence of the importance of metacognitive strategies to L2 listening success (Vandergrift, 2003, 2007; Goh, 2008).”