Graham, Suzanne, Santos, Denise and Vanderplank, Robert. (2011) Exploring the relationship between listening development and strategy use. Language Teaching Research, Vol.15 (No.4). pp. 435-456. ISSN 1362-1688

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Abstract

This article reports on an investigation into the development of the listening proficiency and strategic behaviour of 15 lower-intermediate learners of French in England. We consider whether listeners remain in the same listening proficiency group after six months, and whether changes in strategy use are related to movement or non-movement between listening proficiency groups. We also examine whether learners’ strategic behaviour reflects their teachers’ approaches to listening. Data were gathered at two time points from a recall protocol which learners completed after listening to short passages and from verbal reports made by learners while they completed a multiple choice listening task. Teacher interviews provided information on how listening had been presented in learners’ classrooms. We detected little movement by students across the listening proficiency groups between the two time points. In spite of some changes in frequency of strategy use, we also observed stability in manner of use by some learners. Differences in strategy use were more evident between groups (non-movers, improvers and decliners) than between uses from Time 1 to Time 2. We conclude by discussing the pedagogical implications of these findings.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics P Language and Literature > PB Modern European Languages
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Journal or Publication Title:	Language Teaching Research
Publisher:	Sage Publications Ltd.
ISSN:	1362-1688
Official Date:	October 2011
Volume:	Vol.15
Number:	No.4
Number of Pages:	22
Page Range:	pp. 435-456
Identification Number:	10.1177/1362168811412026
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
Funder:	Economic and Social Research Council (Great Britain) (ESRC)
Grant number:	RES-000-23-0324
URI:	http://wrap.warwick.ac.uk/id/eprint/48053

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