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Strategies for Second Language Listening: Current Scenarios and Improved Pedagogy 1st ed. 2015 [Kõva köide]

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  • Formaat: Hardback, 188 pages, kõrgus x laius: 216x140 mm, kaal: 3648 g, 5 Illustrations, black and white; XVI, 188 p. 5 illus., 1 Hardback
  • Ilmumisaeg: 05-Oct-2015
  • Kirjastus: Palgrave Macmillan
  • ISBN-10: 1137410515
  • ISBN-13: 9781137410511
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Strategies for Second Language Listening: Current Scenarios and Improved Pedagogy 1st ed. 2015Suurem pilt
  • Formaat: Hardback, 188 pages, kõrgus x laius: 216x140 mm, kaal: 3648 g, 5 Illustrations, black and white; XVI, 188 p. 5 illus., 1 Hardback
  • Ilmumisaeg: 05-Oct-2015
  • Kirjastus: Palgrave Macmillan
  • ISBN-10: 1137410515
  • ISBN-13: 9781137410511
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781137410511.html
Märksõnad:
Listening is generally perceived as a difficult and sometimes neglected skill by language teachers and learners. This volume aims to help second language teachers to teach listening in a principled way. It provides a detailed overview of research into effective second language listening and offers insight into the role of learner strategies. The book also examines teachers' beliefs and practices regarding listening and listening pedagogy, providing an analysis of textbook materials for second language listening. With suggested practical activities for the teaching of listening as a process, not a product, the book is an invaluable resource for the development of more effective listening, and will appeal to researchers and practitioners of second language learning alike.

Arvustused

'In the increasing and very welcome tendency of focusing on the language learner, Strategies for Second Language Listening is an excellent addition to the body of knowledge that we have on this very important language skill. The authors have cleverly contextualised their selected research in a specific educational setting much in need of pedagogical reform without wasting the opportunity of making it accessible to teachers and researchers in second language settings of all kinds.' - Ernesto Macaro, Professor of Applied Linguistics, University of Oxford

List of Figures and Tables
x
Acknowledgements xi
Glossary xii
Introduction: `Doing' Listening or `Teaching' Listening? 1(8)
Rationale for this book
1(3)
Structure of the book
4(1)
How to use this book
4(1)
A final point on terminology
5(4)
Part I Key Issues in the Teaching of Listening
1 Key Issues in Listening Pedagogy in the Second Language Classroom
9(13)
Introduction
9(1)
Key issues guiding the teaching of listening
10(10)
Chapter summary
20(2)
2 The Role of Learner Strategies in Second Language Listening
22(19)
Introduction
22(1)
Definitions
22(1)
What do strategies involve?
23(1)
Using strategies effectively
24(2)
Learner strategies, motivation and self-efficacy
26(1)
Different kinds of strategies
27(3)
Strategies in action
30(2)
Exploring strategies in more depth
32(1)
Prediction-based strategies and advance organisers
32(2)
Prediction and verification/monitoring
34(1)
Problematising `focusing' strategies further
35(2)
Inferencing
37(1)
The relationship between strategy use and linguistic knowledge
38(1)
Chapter summary
39(2)
3 Teaching Listening Strategies in the Second Language Classroom
41(14)
Introduction
41(1)
Can we teach listening strategies? Should we?
41(1)
Models of strategy instruction
42(1)
Examples of interventions to teach listening strategies
43(5)
Do all learners benefit from listening strategy instruction?
48(1)
Insufficient practice
49(1)
Needs-based strategy instruction and feedback on strategy use
49(2)
Chapter summary
51(1)
Part I summary
51(4)
Part II How Listening Is Taught
4 What Teachers in England Say and Do about
Second Language Listening
55(1)
Introduction
55(1)
Our project: setting the context
56(2)
Teachers' beliefs about listening and what they claim to do in the classroom
58(4)
Listening in practice: observations and interviews
62(1)
Observations
62(20)
Interviews
82(13)
Chapter summary
95(1)
5 How Textbooks Approach Listening
96(29)
Listening in language teaching materials: empirical findings
97(1)
Our project: what we wanted to explore, and why
98(2)
The sample
100(1)
Procedures
100(3)
Frequency of listening tasks
103(2)
Listening and other skills
105(1)
Characteristics of the listening passages
106(7)
Listening tasks
113(3)
Commentaries in the Teacher's Book: focus on strategies?
116(3)
To what extent do Teacher's Books consider metacognition in listening?
119(2)
Chapter summary
121(1)
Part II summary
121(4)
Part III Pedagogical Applications
6 Pedagogical Applications
125(45)
Introduction
125(2)
Awareness-raising: how learners listen and how they can listen more effectively
127(7)
Prediction and verification/monitoring
134(4)
Listening for gist and identifying key words
138(6)
Understanding key sounds
144(4)
Segmenting chunks of language
148(6)
Understanding and adapting existing listening materials
154(8)
Giving feedback on listening
162(8)
Conclusion: from Current Scenarios to Improved Pedagogy 170(3)
Appendices 173(2)
References 175(7)
Annotated Bibliography 182(3)
Index 185
Suzanne Graham is Professor of Language and Education at the University of Reading, Institute of Education, UK. Her research interests include second language listening, language learner strategies, language teacher cognition and motivation for language learning.

Denise Santos is a language teaching consultant and materials writer. Her recent research has focused on L2 listening pedagogy, particularly regarding listening strategies. Other areas of research interest include textbook analysis and critical approaches to materials development.