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Practitioners respond to Suzanne Graham's ‘Research into practice: Listening strategies in an instructed classroom setting’. (2017)
Published online by Cambridge University Press: 15 May 2020
Extract
In her 2017 article ‘Research into practice: Listening strategies in an instructed classroom setting,’ Suzanne Graham outlines ways that research-derived principles of listening instruction have (not) been adopted in second language (L2) classrooms. She organizes her argument into three categories, discussing research findings that have not been well applied, those that have been over-applied, and areas she views as holding good potential for application. In this short response, I compare Graham's conclusions about the extent of research adoption to my own experiences as a language teacher and make additional comments about the application of those research findings in the context of post-secondary L2 English instruction.
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- Copyright © The Author(s), 2020. Published by Cambridge University Press
References
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Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting. Language Teaching, 50(1), 107–119.CrossRefGoogle Scholar
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