Strategies for second language listening: current scenarios and improved pedagogy
- Submitting institution
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The University of Reading
- Unit of assessment
- 23 - Education
- Output identifier
- 45682
- Type
- A - Authored book
- DOI
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- Publisher
- Palgrave Macmillan
- ISBN
- 9781137410511
- Open access status
- -
- Month of publication
- -
- Year of publication
- 2015
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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1
- Research group(s)
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- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- The research reported in this book arises from a grant from the Esmée Fairbairn Foundation. The research explored a central aspect of classroom-based foreign/second language learning, namely listening comprehension, and the development of teachers’ understanding and practice in relation to that language skill. In its first phase, using a questionnaire (46 schools in England), 24 classroom observations and 13 teacher interviews, the study explored language teachers’ pedagogical understanding in respect of listening; how they implemented listening instruction in the classroom; and how they made use of the listening materials presented in textbooks. It also involved a documentary analysis of 17 widely-used textbooks in the three languages most commonly taught in secondary schools in England (French, German, Spanish). That analysis investigated systematically key aspects of listening materials within the textbooks, including their length, speed and distribution within each volume, as well as the nature of learning tasks that accompanied them. The study then used these findings to develop materials to improve teachers’ pedagogical understanding in respect of listening. The book brings together the study’s findings and integrates them with reflective and classroom-based tasks in a way that is designed to improve the understanding of language teachers. It also shares with them the materials that were developed and trialled during the study. In so doing the book disseminates the study’s findings to classroom practitioners and teacher educators, with the ultimate aim of improving classroom practice and language learning outcomes.
- Author contribution statement
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- Non-English
- No
- English abstract
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