- Abstract:
-
Scond language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects' listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both...
Expand abstract - Publication status:
- Published
- Peer review status:
- Peer reviewed
- Publisher copy:
- 10.1111/j.1467-9922.2008.00478.x
-
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- Publisher:
- Wiley-Blackwell Publisher's website
- Journal:
- Language Learning Journal website
- Volume:
- 58
- Issue:
- 4
- Pages:
- 747–783
- Publication date:
- 2008-12-05
- DOI:
- EISSN:
-
1467-9922
- ISSN:
-
0023-8333
- URN:
-
uuid:3e6d8c8a-1b69-4e46-96ad-5d8040f55af9
- Local pid:
- ora:4483
- Language:
- English
- Keywords:
- Subjects:
- Copyright holder:
- Language Learning Research Club, University of Michigan
- Copyright date:
- 2008
- Notes:
- The full-text of this article is not available in ORA, but you may be able to access the article via the publisher copy link on this page. Citation: Graham, S. & Macaro, E. (2008). 'Strategy instruction in listening for lower-intermediate learners of French', Language Learning 58(4), 747–783. [The definitive version is available at http://onlinelibrary.wiley.com].
Journal article
Strategy instruction in listening for lower-intermediate learners of French
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