Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-24T02:00:28.199Z Has data issue: false hasContentIssue false

19 - Listening and Good Language Teachers

from Part III - Instructional Perspectives

Published online by Cambridge University Press:  22 April 2020

By
Suzanne Graham  and
Denise Santos
Edited by
Carol Griffiths  and
Zia Tajeddin
Carol Griffiths
Affiliation:
University of Leeds
Zia Tajeddin
Affiliation:
Tarbiat Modares University, Iran
Get access

Summary

In Chapter 19, the authors deal with the practices of good teachers of listening. They describe an interventionist study aimed at developing teachers’ understanding of listening pedagogy and practice and present the implications of the study for models of teacher development.

Keywords

listeningCPDcontinuing professional development
Type
Chapter
Information
Lessons from Good Language Teachers , pp. 246 - 259
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, J. (2010). Cognitive psychology and its implications (7th ed.). New York, NY: Worth.Google Scholar
Borg, S., & Sanchez, H. S. (2020). Cognition and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 16–27). Cambridge: Cambridge University Press.Google Scholar
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.CrossRefGoogle Scholar
Cordingley, P. (2015). The contribution of research to teachers’ continuing professional learning and development. Oxford Review of Education, 41, 1–19.CrossRefGoogle Scholar
Department for Education (2011). Teachers’ standards. GOV.UK. Retrieved from: www.gov.uk/government/publications/teachers-standards.Google Scholar
Ellis, R. (1997). SLA and language pedagogy: An educational perspective. Studies in Second Language Acquisition, 20(1), 69–92.Google Scholar
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.Google Scholar
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222–232.Google Scholar
Golombek, P., & Johnson, K. (2004). Narrative enquiry as mediational space: Examining emotional and cognitive dissonance in second-language teachers’ development. Teachers and Teaching: Theory and Practice, 10(3), 307–327.Google Scholar
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747–783.CrossRefGoogle Scholar
Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Basingstoke, UK: Palgrave.CrossRefGoogle Scholar
Graham, S., Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40(1), 44–60.CrossRefGoogle Scholar
Graham, S., Santos, D., & Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36(1), 52–68.Google Scholar
Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435–456.Google Scholar
Rankin, J., & Becker, F. (2006). Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal, 90(3), 353–372.CrossRefGoogle Scholar
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177.CrossRefGoogle Scholar
Santos, D., & Graham, S. (2018). What teachers say about listening and its pedagogy: A comparison between two countries. In Burns, A. & Siegel, J. (Eds.), International perspectives on teaching skills in ELT (pp. 21–35). London: Palgrave Macmillan.CrossRefGoogle Scholar
Siegel, J. (2014). Exploring L2 listening instruction: Examinations of practice. ELT Journal, 68(1), 22–30.Google Scholar
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463–496.CrossRefGoogle Scholar
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Abingdon, UK: Routledge.Google Scholar
Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497.Google Scholar
Whitehouse, C. (2011). Effective continuing professional development for teachers. Manchester: AQA. Retrieved from: https://cerp.aqa.org.uk/sites/default/files/pdf_upload/CERP-RP-CW-19052011.pdf.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×