Strategies for Second Language Listening: Current Scenarios and Improved Pedagogy

by Suzanne Graham, Denise Santos

Overview

This book seeks to help teachers teach listening in a more principled way by presenting what is known from research, exploring teachers' beliefs and practices, examining textbook materials, and offering practical activities for improving second language listening.

Product Details

ISBN-13:	9781137410511
Publisher:	Palgrave Macmillan UK
Publication date:	01/14/2014
Edition description:	1st ed. 2015
Pages:	188
Product dimensions:	5.51(w) x 8.50(h) x 0.02(d)

About the Author

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.

Table of Contents

Introduction: 'Doing' Listening or 'Teaching' Listening?
PART I: KEY ISSUES IN THE TEACHING OF LISTENING
1. Key Issues in Listening Pedagogy in the Second Language Classroom
2. The Role of Learner Strategies in Second Language Listening
3. Teaching Listening Strategies in the Second Language Classroom
PART II: HOW LISTENING IS TAUGHT
4. What Teachers in England Say and Do about Second Language Listening
5. How Textbooks Approach Listening
PART III: PEDAGOGICAL APPLICATIONS
6. Pedagogical Applications
Conclusion: From Current Scenarios to Improved Pedagogy

Editorial Reviews

'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

From the Publisher