By Suzanne Graham, Denise Santos
This e-book seeks to aid academics educate listening in a extra principled manner by means of proposing what's identified from examine, exploring lecturers' ideals and practices, analyzing textbook fabrics, and delivering functional actions for bettering moment language listening.
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Additional info for Strategies for Second Language Listening: Current Scenarios and Improved Pedagogy
Example text
Or, they might draw on clues from the overall context of the passage and their background knowledge of its theme to infer the meaning of the word. Socio-affective strategies are seen as those used to manage affective or emotional responses to learning, or to draw on peer/teacher support to complete an activity, although there is some debate as to whether they are really separate from metacognitive strategies (Macaro, 2006). The categories of metacognitive, cognitive and socio-affective have been used in a number of taxonomies, or lists, of strategies, that learners have been found to use when listening in a second language.
Here is the first section of her interview: Role of Learner Strategies in Second Language Listening S: 31 All right. Uh . . Okay, I’m gonna read the questions so I know what I’m listening for. You’re gonna read all of them? Yeah . . Uh, I’m thinking that it’s about politics, but uh, some of them, I’m thinking that, I might be able to narrow it down because I know something about it. [pause] I know that . . Jean-Marie Le Pen well, I think he’s only [incomprehensible] that is really racist in France .
It must be highlighted that, from this perspective, prior knowledge includes not only linguistic knowledge (about vocabulary, for example) but also contextual knowledge (about participants, appropriateness of response, aspects of formality and informality, inter alia). For the past two decades listening research has highlighted the importance of a skilled integration of top-down and bottom-up approaches by successful listeners. In a study investigating the listening behaviour of more and less successful learners of English as a Second Language (ESL) in the US, O’Malley et al.