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Teacher beliefs about listening in a foreign language

Graham, S., Santos, D. and Francis-Brophy, E. (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60. ISSN 0742-051X

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To link to this item DOI: 10.1016/j.tate.2014.01.007

Abstract/Summary

This study investigated, through a questionnaire, the stated beliefs and stated practices of 115 foreign language teachers in England regarding listening pedagogy: whether such beliefs and practices reflect the literature on listening, whether beliefs and stated practices converged, and what factors might underpin them. Responses indicated a mismatch between teachers’ stated belief in the importance of teaching learners how to listen more effectively, and the lack of evidence in their stated practice of such teaching, with a focus instead on task completion. Findings are discussed against the accountability agenda of the study’s context, and its implications for teacher development highlighted.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:36771
Uncontrolled Keywords:Teacher beliefs; language teaching; second language listening
Publisher:Elsevier

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