Accessibility navigation


Strategy instruction in listening for lower-intermediate learners of French

Graham, S. J. and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). 747-783 . ISSN 0023-8333

Full text not archived in this repository.

To link to this article DOI: 10.1111/j.1467-9922.2008.00478.x

Abstract/Summary

Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects’ listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both the listening performance and self-efficacy of 68 lower-intermediate learners of French in England, against a comparison group. Moreover, the effects of high- and low-scaffolded interventions were compared. Results suggest that the program improved listening proficiency and learners’ confidence about listening. Implications for pedagogy and strategy theory are discussed.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy > Second Language Research Group
ID Code:7993
Uncontrolled Keywords:listening comprehension, learner strategies, self-efficacy,French as a foreign language
Publisher:Wiley

Centaur Editors: Update this record

Page navigation