Strategy Instruction in Listening for Lower-Intermediate Learners of French
Strategy Instruction in Listening for Lower-Intermediate Learners of French
复制标题
DOI：
10.1111/j.1467-9922.2008.00478.x
复制
发表时间：
2008-12-01
影响因子：
4.4
通讯作者：
Macaro, Ernesto
中科院分区：
文献类型：
--
作者：
Graham, Suzanne;Macaro, Ernesto
第二语言听力历来被证明是一项困难的技能。策略教学研究试图提高受试者的听力，但结果好坏参半。这种不成功可能是由于听力策略理论的性质及其对听力策略教学概念化的影响。目前的研究基于对特定学习者群体的初步描述性调查，测量了策略教学对英国68名低中级法语学习者的听力表现和自我效能感的影响，并与对照组进行了比较。此外，还比较了高支架和低支架干预措施的效果。结果表明，该方案提高了听力水平和学习者的听力信心。讨论了对教育学和策略理论的启示。
Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects' listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both the listening performance and self-efficacy of 68 lower-intermediate learners of French in England, against a comparison group. Moreover, the effects of high- and low-scaffolded interventions were compared. Results suggest that the program improved listening proficiency and learners' confidence about listening. Implications for pedagogy and strategy theory are discussed.