2008. Listening in the Language Classroom. Cambridge: Cambridge University Press.
ISBN: 978-0-521-68570-2
Summary: A comprehensive proposal for a new approach to the teaching of L2 listening, to supplement and replace the much-challenged comprehension approach. Accompanied by a detailed description of the nature of the listening process, both in L1 and in L2, to ensure a better understanding among teachers of their goals in teaching the skill.
Country of research: various
Learners' background: various
Entered by: University of Reading (Department of Applied Linguistics)
ISBN: 978-0-521-68570-2
Summary: A comprehensive proposal for a new approach to the teaching of L2 listening, to supplement and replace the much-challenged comprehension approach. Accompanied by a detailed description of the nature of the listening process, both in L1 and in L2, to ensure a better understanding among teachers of their goals in teaching the skill.
Country of research: various
Learners' background: various
Entered by: University of Reading (Department of Applied Linguistics)
2008. ‘Emergent and divergent: A view of second language listening research’.
System 36/1: 2-9
Summary: Overview of current issues and recent developments in L2 listening research
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)
Summary: Overview of current issues and recent developments in L2 listening research
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)
2008. ‘Bricks or mortar: Which parts of the input does a second language listener rely on?’.
TESOL Quarterly 42/3: 411-432
Summary: It is useful to know which parts of the signal L2 listeners are likely to recognize, and which are likely to be lost to them. This study investigated whether function or content words are processed more accurately. It found that the recognition of functors fell significantly behind that of lexical words regardless of first language and level of proficiency
Country of research: United Kingdom
Learners' background: various
Entered by: University of Reading (Department of Applied Linguistics)
Summary: It is useful to know which parts of the signal L2 listeners are likely to recognize, and which are likely to be lost to them. This study investigated whether function or content words are processed more accurately. It found that the recognition of functors fell significantly behind that of lexical words regardless of first language and level of proficiency
Country of research: United Kingdom
Learners' background: various
Entered by: University of Reading (Department of Applied Linguistics)
2008. ‘Revising segmentation hypotheses in first and second language listening’.
System 36/1: 35-51
Summary: Any on-line processing that takes place while an utterance is unfolding is extremely tentative, with early-formed hypotheses having to be revised as the utterance proceeds. This study examines how first and second language listeners adjust these segmentation assumptions as new perceptual evidence comes in. The results indicated a significant difference in the way in which first and second language listeners deal with incorrect hypotheses.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Reading (Department of Applied Linguistics)
Summary: Any on-line processing that takes place while an utterance is unfolding is extremely tentative, with early-formed hypotheses having to be revised as the utterance proceeds. This study examines how first and second language listeners adjust these segmentation assumptions as new perceptual evidence comes in. The results indicated a significant difference in the way in which first and second language listeners deal with incorrect hypotheses.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Reading (Department of Applied Linguistics)
2008. ‘Face to face with the ghost in the machine: Psycholinguistics and TESOL’.
TESOL Quarterly 42/3: 361-374
Summary: Review of the many ways in which theory in psycholinguistics can extend our understanding of the processes underlying the acquisition, the storage and the use of a second langauge - especially in relation to the skills of speaking, listening, writing and reading.
Entered by: University of Reading (Department of Applied Linguistics)
Summary: Review of the many ways in which theory in psycholinguistics can extend our understanding of the processes underlying the acquisition, the storage and the use of a second langauge - especially in relation to the skills of speaking, listening, writing and reading.
Entered by: University of Reading (Department of Applied Linguistics)
2007. ‘Looking outwards, not inwards’.
ELT Journal 61/1: 30-38
Summary: A call for second language teachers to prioritise the teaching of listening skills and compensatory strategies so as to enable learners to take full advantage of the rich linguistic resources which are now available outside the classroom
Entered by: University of Reading (Department of Applied Linguistics)
Summary: A call for second language teachers to prioritise the teaching of listening skills and compensatory strategies so as to enable learners to take full advantage of the rich linguistic resources which are now available outside the classroom
Entered by: University of Reading (Department of Applied Linguistics)
2006-2006. ‘The Cognitive Validity of the Lecture-based Question in the IELTS Listening Test’.
Funding body: The British Council
Summary: Investigation of extent to which the cognitive processes elicited by the IELTS listening test correspond to the processes employed in a real-life lecture listening situation. See Field, J. 2009. 'A cognitive validation of the lecture-listening component of the IELTS listening paper'. IELTS Research Reports Vol. 9. http://www.ielts.org/researchers/research/volumes.aspx
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)
Funding body: The British Council
Summary: Investigation of extent to which the cognitive processes elicited by the IELTS listening test correspond to the processes employed in a real-life lecture listening situation. See Field, J. 2009. 'A cognitive validation of the lecture-listening component of the IELTS listening paper'. IELTS Research Reports Vol. 9. http://www.ielts.org/researchers/research/volumes.aspx
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)
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