Number of items: 59.
Article
Krüsemann, H. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2024)
“Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study.
Language Learning Journal.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571736.2024.2388116
(In Press)
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H.
(2024)
Literature and second language vocabulary learning: the role of text-type and teaching approach.
Modern Language Journal, 108 (3).
pp. 579-600.
ISSN 1540-4781
doi: https://doi.org/10.1111/modl.12946
Lanvers, U. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1080/09571736.2022.2046353
Porter, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Myles, F. and Holmes, B.
(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: https://doi.org/10.1080/09571736.2022.2046358
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1080/09571736.2022.2045679
Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2020)
Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency.
Language Learning, 70 (4).
pp. 1017-1053.
ISSN 0023-8333
doi: https://doi.org/10.1111/lang.12411
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Woore, R., Porter, A., Courtney, L. and Savory, C.
(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: https://doi.org/10.1111/modl.12670
Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1177/1362168819829022
Courtney, L. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1075/ltyl.18009.cou
Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1080/00220272.2018.1513570
Hofweber, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.6084/m9.figshare.5925100
Courtney, L., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Tonkyn, A. and Marinis, T.
(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: https://doi.org/10.1093/applin/amv071
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A.
(2017)
Early language learning: the impact of teaching and teacher factors.
Language Learning, 67 (4).
pp. 922-958.
ISSN 0023-8333
doi: https://doi.org/10.1111/lang.12251
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2017)
Research into practice: listening strategies in an instructed classroom setting.
Language Teaching, 50 (1).
pp. 107-119.
ISSN 1475-3049
doi: https://doi.org/10.1017/S0261444816000306
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Tonkyn, A. and Marinis, T.
(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: https://doi.org/10.1002/berj.3230
De Silva, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1016/j.system.2015.06.009
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D.
(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: https://doi.org/10.1080/17501229.2014.995766
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, 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
doi: https://doi.org/10.1016/j.tate.2014.01.007
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D.
(2013)
Selective listening in L2 learners of French.
Language Awareness, 22 (1).
pp. 56-75.
ISSN 1747-7565
doi: https://doi.org/10.1080/09658416.2011.652634
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, MacFadyen, T. and Richards, B.
(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: https://doi.org/10.1080/00220272.2012.662525
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2011)
Self-efficacy and academic listening.
Journal of English for Academic Purposes, 10 (2).
pp. 113-117.
ISSN 1475-1585
doi: https://doi.org/10.1016/j.jeap.2011.04.001
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Vanderplank, R.
(2011)
Exploring the relationship between listening development and strategy use.
Language Teaching Research, 15 (4).
pp. 435-456.
ISSN 1477-0954
doi: https://doi.org/10.1177/1362168811412026
Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. 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: https://doi.org/10.1080/17501220802385866
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2009)
French applied linguistics.
Journal of French Language Studies, 19 (3).
pp. 409-410.
ISSN 0959-2695
doi: https://doi.org/10.1017/s0959269509990263
Marsden, E. and Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1017/s0261444809005783
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Vanderplank, R.
(2008)
Listening comprehension and strategy use: a longitudinal exploration.
System, 36 (1).
pp. 52-68.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2007.11.001
Roberts, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2008)
Agency and conformity in school-based teacher training.
Teaching and Teacher Education, 24 (6).
pp. 1401-1412.
ISSN 0742-051X
doi: https://doi.org/10.1016/j.tate.2008.01.003
Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977, Richards, B. J. and Malvern, D. D.
(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: https://doi.org/10.1017/S0959269508003499
Santos, D., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 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: https://doi.org/10.1080/09500790802152183
Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 and Macaro, E.
(2008)
Strategy instruction in listening for lower-intermediate learners of French.
Language Learning, 58 (4).
pp. 747-783.
ISSN 0023-8333
doi: https://doi.org/10.1111/j.1467-9922.2008.00478.x
Richards, B. J., Malvern, D. D. and Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1080/09571730802390098
Macaro, E. and Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1080/09571730801988454
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 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: https://doi.org/10.1080/09571730701599203
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2007)
Learner strategies and self-efficacy: making the connection.
Language Learning Journal, 35 (1).
pp. 81-93.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571730701315832
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 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: https://doi.org/10.1080/13540600701391952
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2006)
Listening comprehension: the learners' perspective.
System, 34 (2).
pp. 165-182.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2005.11.001
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1111/j.1944-9720.2006.tb02267.x
Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977
(2004)
Giving up on modern foreign languages? Students' perceptions of learning French.
Modern Language Journal, 88 (2).
pp. 171-191.
ISSN 0026-7902
doi: https://doi.org/10.1111/j.0026-7902.2004.00224.x
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2003)
Learner strategies and advanced level listening comprehension.
Language Learning Journal, 28 (1).
pp. 64-69.
ISSN 0957-1736
doi: https://doi.org/10.1080/09571730385200221
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2003)
Learners' metacognitive beliefs: a Modern Foreign Languages case study.
Research in Education, 70 (2).
pp. 11-29.
ISSN 0034 5237
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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: https://doi.org/10.1080/09571730285200051
Book or Report Section
Mansouri, K., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2024)
An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria.
In: Wyatt, M. and Faez, F. (eds.)
Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning.
Routledge, New York.
doi: https://doi.org/10.4324/9781003379300 Pages
Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2022)
Vocabulary learning through listening: which words are easier or more difficult to learn and why?
In: Clenton, J. and Paul, B. (eds.)
Vocabulary and the four skills.
Routledge.
ISBN 9780367503284
doi: https://doi.org/10.4324/9780429285400
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2022)
Aptitude or motivation: which is the better predictor of successful language learning?
In: Macaro, E. and Woore, R. (eds.)
Debates in Second Language Education.
Routledge, Abingdon, pp. 106-121.
ISBN 9780367442132
doi: https://doi.org/10.4324/9781003008361
Porter, A. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2022)
Research in primary languages: contribution to teacher professional development.
In: McManus, K. and Schmid, M. 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, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984
(2021)
Vocabulary and listening: current research, tools and practices.
In: Clenton, J. and Booth, P. (eds.)
Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary.
Routledge.
ISBN 9780367503284
doi: https://doi.org/10.4324/9780429285400
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D.
(2020)
Listening and good language teachers.
In: Griffiths, C. and Tajeddin, Z. (eds.)
Lessons from Good Language Teachers.
Cambridge University Press, pp. 246-259.
doi: https://doi.org/10.1017/9781108774390
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fisher, L., Hofweber, J. and Krüsemann, H.
(2020)
Getting creative in the languages classroom.
In: Kohl, K., Dudrah, R., Gosler, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Maiden, M., Ouyang, W.-c. and Reynolds, M. (eds.)
Creative Multilingualism: A Manifesto.
Open Book Publisher, pp. 151-176.
ISBN 9781783749294
doi: https://doi.org/10.11647/obp.0206.07
Santos, D. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2018)
Teaching listening strategies.
In:
TESOL Encyclopedia of English Language Teaching.
Wiley-Blackwell.
doi: https://doi.org/10.1002/9781118784235.eelt0611
Burrell, D., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Medley, D., Richards, B. and Roberts, J.
(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, S. ORCID: https://orcid.org/0000-0002-7743-3977, 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. ORCID: https://orcid.org/0000-0002-7743-3977
(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
Macaro, E., Vanderplank, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(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.
Report
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Krüsemann, H.,
(2023)
The Thames Valley Chamber of Commerce LSIPs employer engagement research.
Project Report.
University of Reading, Reading.
Woore, R., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Porter, A., Courtney, L. and Savory, C.,
(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.
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A.,
(2014)
Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning.
Project Report.
University of Reading
(Unpublished)
Book
Macaro, E., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Woore, R.
(2015)
Improving foreign language teaching: towards a research-based curriculum and pedagogy.
Routledge, Abingdon, pp216.
ISBN 9781138779495
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D.
(2015)
Strategies for second language listening: current scenarios and improved pedagogy.
Palgrave Macmillan, Basingstoke, pp208.
ISBN 9781137410511
doi: https://doi.org/10.1057/9781137410528
This list was generated on Sun Nov 3 04:04:01 2024 UTC.