Exploring Listening Strategy Instruction Through Action Research

2015. Auflage 2015
ISBN: 978-1-137-52189-7
Verlag: Palgrave MacMillan UK

Buch, Englisch, 259 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 4483 g

Listening in a second language is challenge for students and teachers alike. This book provides a personal account of an action research intervention involving listening strategy instruction that investigated the viability of this innovative pedagogy in the Japanese university context.

Zielgruppe

Research

Autoren/Hrsg.

Siegel, Joseph

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition

Inhaltsverzeichnis

PART I: ADDRESSING A GAP IN SECOND LANGUAGE LISTENING INSTRUCTION
1. Personal and Professional Foundations of a Listening Strategy Intervention
2. Listening and How it is Taught
3. The Listening Strategy Instruction Program
PART II: UNDERSTANDING THE LISTENING STRATEGY INSTRUCTION INTERVENTION
4. Appraising the Listening Strategy Instruction Intervention
5. Iterative Findings from the Action Research Intervention
6. Participant Lenses: The Findings Viewed from Different Standpoints
PART III: POSITIONING THE LISTENING STRATEGY INSTRUCTION IN THE FIELD
7. Reflections and Key Findings for the Local Context
8. Listening Strategy Instruction in the Broader Second Language Context

Über Autor(innen)

Joseph Siegel is Associate Professor in the Faculty of Economics at Meiji Gakuin University, Tokyo. Many of his published works are on the topics of second language listening pedagogy and strategy instruction. Among his research interests are teaching and learning practices related to second language listening and the development of pragmatic competency.