Practitioners Respond to Suzanne Graham's 'Research into Practice: Listening Strategies in an Instructed Classroom Setting'. (2017)

Autor/in	McAndrews, Mark
Titel	Practitioners Respond to Suzanne Graham's 'Research into Practice: Listening Strategies in an Instructed Classroom Setting'. (2017)
Quelle	In: Language Teaching, 53 (2020) 3, S.371-373 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444820000130
Schlagwörter	Listening Skills; Second Language Instruction; Second Language Learning; Language Teachers; English (Second Language); Postsecondary Education; Learning Strategies; Language Research; Educational Research; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Post-secondary education; Tertiäre Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sprachforschung; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung
Abstract	In her 2017 article 'Research into practice: Listening strategies in an instructed classroom setting,' Suzanne Graham outlines ways that research-derived principles of listening instruction have (not) been adopted in second language (L2) classrooms. She organizes her argument into three categories, discussing research findings that have not been well applied, those that have been over-applied, and areas she views as holding good potential for application. In this short response, I compare Graham's conclusions about the extent of research adoption to my own experiences as a language teacher and make additional comments about the application of those research findings in the context of post-secondary L2 English instruction. [For Suzanne Graham's "Research into Practice: Listening Strategies in an Instructed Classroom Setting," see EJ1125069.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01