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Items where Author is "Graham, Professor Suzanne"

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Zhang, Pengchong and Graham, Suzanne (2022) Vocabulary learning through listening: which words are easier or more difficult to learn and why? In: Clenton, Jon and Paul, Booth (eds.) Vocabulary and the four skills. Routledge. ISBN 9780367503284 doi:

Graham, Suzanne (2022) Aptitude or motivation: which is the better predictor of successful language learning? In: Macaro, Ernesto and Woore, Robert (eds.) Debates in Second Language Education. Routledge, Abingdon, pp. 106-121. ISBN 9780367442132 doi:

Lanvers, Ursula and Graham, Suzanne (2022) Can we design language education policy and curricula for a motivated learner? Self Determination Theory and the UK language crisis. Language Learning Journal, 50 (2). pp. 223-237. ISSN 1753-2167 doi:

Porter, Alison, Graham, Suzanne, Myles, Florence and Holmes, Bernardette (2022) Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal, 50 (2). pp. 208-217. ISSN 1753-2167 doi:

Porter, Alison and Graham, Suzanne (2022) Research in primary languages: contribution to teacher professional development. In: McManus, Kevin and Schmid, Monika S. (eds.) How special are early birds? Foreign language teaching and learning. EuroSLA studies (6). Language Science Press, Berlin, pp. 57-88. ISBN 9783985540471

Graham, Suzanne (2022) Self-efficacy and language learning – what it is and what it isn’t. Language Learning Journal, 50 (2). pp. 186-207. ISSN 1753-2167 doi:

Graham, Suzanne Jane and Zhang, Pengchong Anthony ORCID logoORCID: (2021) Vocabulary and listening: current research, tools and practices. In: Clenton, Jon and Booth, Paul (eds.) Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary. Routledge. ISBN 9780367503284 doi:

Zhang, Pengchong and Graham, Suzanne (2020) Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency. Language Learning, 70 (4). pp. 1017-1053. ISSN 0023-8333 doi:

Graham, Suzanne and Santos, Denise (2020) Listening and good language teachers. In: Griffiths, Carol and Tajeddin, Zia (eds.) Lessons from Good Language Teachers. Cambridge University Press, pp. 246-259. doi:

Graham, Suzanne, Fisher, Linda, Hofweber, Julia and Krüsemann, Heike (2020) Getting creative in the languages classroom. In: Kohl, Katrin, Dudrah, Rajinder, Gosler, Andrew, Graham, Suzanne, Maiden, Martin, Ouyang, Wen-chin and Reynolds, Matthew (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher, pp. 151-176. ISBN 9781783749294 doi:

Graham, Suzanne, Woore, Robert, Porter, Alison, Courtney, Louise and Savory, Clare (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal, 104 (4). pp. 693-714. ISSN 1540-4781 doi:

Zhang, Pengchong and Graham, Suzanne (2020) Vocabulary learning through listening: comparing L2 explanations, teacher codeswitching, contrastive focus-on form and incidental learning. Language Teaching Research, 24 (6). pp. 765-784. ISSN 1477-0954 doi:

Courtney, Louise and Graham, Suzanne (2019) ‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning. Language Teaching for Young Learners, 1 (2). pp. 161-186. ISSN 2589-207X doi:

Harris, Richard and Graham, Suzanne (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi:

Santos, Denise and Graham, Suzanne (2018) What teachers say about listening and its pedagogy: a comparison between two countries. In: Burns, A. and Siegal, J. (eds.) International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. Palgrave Macmillan, pp. 21-35. ISBN 9783319634432

Woore, Robert, Graham, Suzanne, Porter, Alison, Courtney, Louise and Savory, Claire, (2018) Foreign language education: unlocking reading (FLEUR) a study into the teaching of reading to beginner learners of French in secondary school. Project Report. Oxford University, Oxford.

Hofweber, Julia and Graham, Suzanne (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33. pp. 19-28. ISSN 1756-039X doi:

Graham, Suzanne (2018) Teaching listening strategies. In: TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell. doi:

Courtney, Louise, Graham, Suzanne, Tonkyn, Alan and Marinis, Theo (2017) Individual differences in early language learning: a study of English learners of French. Applied Linguistics, 38 (6). pp. 824-847. ISSN 1477-450X doi:

Graham, Suzanne, Courtney, Louise, Marinis, Theo and Tonkyn, Alan (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333 doi:

Graham, Suzanne (2017) Research into practice: listening strategies in an instructed classroom setting. Language Teaching, 50 (1). pp. 107-119. ISSN 1475-3049 doi:

Graham, Suzanne, Courtney, Louise, Tonkyn, Alan and Marinis, Theodoros (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 doi:

Macaro, Ernesto, Graham, Suzanne and Woore, Robert (2015) Improving foreign language teaching: towards a research-based curriculum and pedagogy. Routledge, Abingdon, pp216. ISBN 9781138779495

Graham, Suzanne and Santos, Denise (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 9781137410511 doi:

De Silva, R and Graham, Suzanne (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi:

Graham, Suzanne and Santos, Denise (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi:

Graham, Suzanne, Courtney, Louise, Marinis, Theo and Tonkyn, Alan, (2014) Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. Project Report. University of Reading (Unpublished)

Graham, Suzanne, Santos, Denise and Francis-Brophy, Ellie (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60. ISSN 0742-051X doi:

Graham, Suzanne and Santos, Denise (2013) Selective listening in L2 learners of French. Language Awareness, 22 (1). pp. 56-75. ISSN 1747-7565 doi:

Graham, Suzanne, MacFadyen, Tony and Richards, Brian (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies, 44 (3). pp. 323-348. ISSN 1366-5839 doi:

Graham, Suzanne (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes, 10 (2). pp. 113-117. ISSN 1475-1585 doi:

Graham, Suzanne, Santos, Denise and Vanderplank, Robert (2011) Exploring the relationship between listening development and strategy use. Language Teaching Research, 15 (4). pp. 435-456. ISSN 1477-0954 doi:

Burrell, Deirdre, Graham, Suzanne, Medley, Dominique, Richards, Brian and Roberts, Jon (2011) The development and application of a diagnostic test for trainee foreign language teachers. In: O'Sullivan, B (ed.) Language testing: theory and practice. Palgrave, Oxford, pp. 208-227. ISBN 9780230230620

Graham, Suzanne Jane, Santos, Denise and Vanderplank, R. (2010) Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching, 4 (1). pp. 1-20. ISSN 1750-1229 doi:

Graham, S. (2009) French applied linguistics. Journal of French Language Studies, 19 (3). pp. 409-410. ISSN 0959-2695 doi:

Marsden, Emma and Graham, Suzanne Jane (2009) Review of doctoral research in second-language teaching and learning in England (2006). Language Teaching, 42 (3). pp. 369-396. ISSN 0261-4448 doi:

Graham, S., Santos, Denise and Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System, 36 (1). pp. 52-68. ISSN 0346-251X doi:

Roberts, J. and Graham, S. (2008) Agency and conformity in school-based teacher training. Teaching and Teacher Education, 24 (6). pp. 1401-1412. ISSN 0742-051X doi:

Graham, Suzanne Jane, Richards, Brian James and Malvern, David Daniel (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies, 18 (3). pp. 349-364. ISSN 0959-2695 doi:

Santos, Denise, Graham, S. and Vanderplank, R. (2008) Second language listening strategy research: methodological challenges and perspectives. Evaluation and Research in Education, 21 (2). pp. 111-133. ISSN 1747-7514 doi:

Graham, Suzanne Jane and Macaro, Ernesto (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). pp. 747-783. ISSN 0023-8333 doi:

Richards, Brian James, Malvern, David Daniel and Graham, Suzanne Jane (2008) Word frequency and trends in the development of French vocabulary in lower intermediate students during Year 12 in English schools. Language Learning Journal, 36 (2). pp. 199-213. ISSN 0957-1736 doi:

Macaro, Ernesto and Graham, Suzanne Jane (2008) The development of the passé composé in lower-intermediate learners of French as a second language. Language Learning Journal, 36 (1). pp. 5-19. ISSN 1753-2167 doi:

Graham, S. and Macaro, E. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. Language Learning Journal, 35 (2). pp. 153-173. ISSN 1753-2167 doi:

Graham, S. (2007) Learner strategies and self-efficacy: making the connection. Language Learning Journal, 35 (1). pp. 81-93. ISSN 1753-2167 doi:

Graham, S. and Roberts, J. (2007) Student-teachers' perspectives on positive and negative social processes in schools. Teachers and Teaching: theory and practice, 13 (4). pp. 399-410. ISSN 1354-0602 doi:

Graham, S., Macaro, E. and Vanderplank, R. (2007) A review of listening strategies: focus on sources of knowledge and on success. In: Cohen, A.D. and Macaro, E. (eds.) Language Learner Strategies: 30 Years of Research and Practice. Oxford University Press, Oxford, pp. 165-185. ISBN 9780194422543

Graham, S. (2006) Developing Speaking Skills in the Modern Foreign Language. In: Pachler, N. and Redondo, A. (eds.) A practical guide to teaching modern foreign languages in the secondary school. Routledge, London, pp. 58-66. ISBN 978-0415393287

Graham, S. (2006) Listening comprehension: the learners' perspective. System, 34 (2). pp. 165-182. ISSN 0346-251X doi:

Graham, S. (2006) A study of students' metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39 (2). pp. 296-309. ISSN 0015-718X doi:

Macaro, E. , Vanderplank, R. and Graham, S. (2005) A systematic review of the role of prior knowledge in unidirectional listening comprehension. In: Research Evidence in Education Library. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.

Graham, S. J. (2004) Giving up on modern foreign languages? Students' perceptions of learning French. Modern Language Journal, 88 (2). pp. 171-191. ISSN 0026-7902 doi:

Graham, S. (2003) Learner strategies and advanced level listening comprehension. Language Learning Journal, 28 (1). pp. 64-69. ISSN 0957-1736 doi:

Graham, S. (2003) Learners' metacognitive beliefs: a Modern Foreign Languages case study. Research in Education, 70 (2). pp. 11-29. ISSN 0034 5237

Graham, Suzanne (2002) Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal, 25 (1). pp. 15-20. ISSN 1753-2167 doi:

This list was generated on Thu Sep 28 20:02:34 2023 UTC.

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