Strategies for second language listening
Subtitle: current scenarios and improved pedagogy
By: Suzanne Graham, University of Reading, UK ; Denise Santos, Independent Scholar
Contributors: Santos, Denise, 1963- author
Publisher: Palgrave Macmillan
Published: 2015
Place of publication: Houndmills, Baskingstoke Hampshire : New York
Language: eng
ISBN-13: 9781137410511
Subjects: Second language acquisition; Ability testing; LANGUAGE ARTS & DISCIPLINES / Linguistics / General; Listening comprehension; Study and teaching; Listening; LANGUAGE ARTS & DISCIPLINES / Study & Teaching; Language and languages
Description: "Listening is generally perceived as a difficult and sometimes neglected skill by language teachers and learners. This volume aims to help second language teachers to teach listening in a principled way. It provides a detailed overview of research into effective second language listening and offers insight into the role of learner strategies. The book also examines teachers' beliefs and practices regarding listening and listening pedagogy, providing an analysis of textbook materials for second language listening. With suggested practical activities for the teaching of listening as a process, not a product, the book is an invaluable resource for the development of more effective listening, and will appeal to researchers and practitioners of second language learning alike"--
Table of contents: title: Machine generated contents note:; title: Introduction: 'Doing' Listening or 'Teaching' Listening?; title: PART I: KEY ISSUES IN THE TEACHING OF LISTENING; title: 1. Key Issues in Listening Pedagogy in the Second Language Classroom; title: 2. The Role of Learner Strategies in Second Language Listening; title: 3. Teaching Listening Strategies in the Second Language Classroom; title: PART II: HOW LISTENING IS TAUGHT; title: 4. What Teachers in England Say and Do about Second Language Listening; title: 5. How Textbooks Approach Listening; title: PART III: PEDAGOGICAL APPLICATIONS; title: 6. Pedagogical Applications; title: Conclusion: From Current Scenarios to Improved Pedagogy.