Number of items: 55.
Article
Lanvers, U. and Graham, S.
(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., 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.
(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. and Graham, S.
(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., 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. and Graham, S.
(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.
(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. and Graham, S.
(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.
(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., 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., 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.
(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., 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.
(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. 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., 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. 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., 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.
(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., 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., 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.
(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.
(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., 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.
(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., 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. 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. 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.
(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.
(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. 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.
(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. 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.
(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.
(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.
(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.
(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.
(2003)
Learners' metacognitive beliefs: a Modern Foreign Languages case study.
Research in Education, 70 (2).
pp. 11-29.
ISSN 0034 5237
Graham, S.
(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
Zhang, P. and Graham, S.
(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.
(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.
(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. 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. 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., Fisher, L., Hofweber, J. and Krüsemann, H.
(2020)
Getting creative in the languages classroom.
In: Kohl, K., Dudrah, R., Gosler, A., Graham, S., 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.
(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.
(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., 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., 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
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.
Report
Woore, R., Graham, S., 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., 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. and Woore, R.
(2015)
Improving foreign language teaching: towards a research-based curriculum and pedagogy.
Routledge, Abingdon, pp216.
ISBN 9781138779495
Graham, S. 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 Wed May 31 20:10:57 2023 UTC.