Research Guides

▒ Listening
 

Listening

  

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Subject Encyclopedia Articles

  

Handbook Chapters

  • Rost, M. (2005). L2 listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 503–527). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Vandergrift, L. (2011). Second language listening: Presage, process, product, and pedagogy. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 455–471). New York, NY: Routledge.
  

Review Articles

   

Introductory Books

  • Anderson, A., & Lynch, T. (2003). Listening (11th ed.). Oxford, England: Oxford University Press.
  • Brown, S. (2011). Listening myths: Applying second language research to classroom teaching. Ann Arbor, MI: Univ. of Michigan Press.
  • Buck, G. (2001). Assessing listening. New York, NY: Cambridge University Press.
  • Davis, P., & Rinvolucri, M. (2002). Dictation: New methods, new possibilities (13th ed.). Cambridge, England: Cambridge University Press.
  • Field, J. (2009). Listening in the language classroom. Cambridge, England: Cambridge University Press.
  • Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice (4th ed.). New York, NY: Cambridge University Press.
  • Lynch, T. (2009). Teaching second language listening: A guide to evaluating, adapting, and creating tasks for listening in the language classroom. Oxford, England: Oxford University Press.
  • Rost, M. (2016). Teaching and researching listening (3rd ed.). New York, NY: Routledge.
  • Underwood, M. (1989). Teaching listening. New York, NY: Longman.
  • Ur, P. (2013). Teaching listening comprehension (31st ed.). Cambridge, England: Cambridge University Press.
  • Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
  • Wilson, J. J. (2008). How to teach listening. Edinburgh, Scotland: Pearson.
    

Recent Articles in IGSE Journals

2016

  • Atagi, E., & Bent, T. (2016). Auditory free classification of native and nonnative speech by nonnative listeners. Applied Psycholinguistics, 37(2), 241–263. http://doi.org/10.1017/S014271641400054X
  • Booth, J. E. (2016). The need to reflect language change in ELT sources. ELT Journal, 70(4), 458–460. http://doi.org/10.1093/elt/ccw050
  • Caplan, D., Waters, G., Bertram, J., Ostrowski, A., & Michaud, J. (2016). Effects of written and auditory language-processing skills on written passage comprehension in middle and high school students. Reading Research Quarterly, 51(1), 67–92. http://onlinelibrary.wiley.com/doi/10.1002/rrq.126/full
  • Cha, K., & Lee, Y. (2016). An effect of English subtitles on listening comprehension: Content comprehension and vocabulary recognition. 영어교육연구/English Languae Teaching, 28(1), 21–43. Retrieved from http://www.riss.kr/link?id=A101823129
  • Chon, Y. V., & Kim, S. (2016). Adolescent EFL learners’ perceived use of listening test-taking strategies and L2 proficiency. 영어어문교육/English Language & Literature Teaching, 22(2), 1–22. Retrieved from http://www.riss.kr/link?id=A101954039
  • Chou, M.-H. (2016). Strategy use for listening in English as a foreign language: A comparison of academic and vocational high school students. TESOL Journal, 7(3), 513–539. http://doi.org/10.1002/tesj.214
  • Clifford, R. (2016). A rationale for criterion-referenced proficiency testing. Foreign Language Annals, 49(2), 224–234. http://doi.org/10.1111/flan.12201
  • Dong, J. (2016). A dynamic systems theory approach to development of listening strategy use and listening performance. System, 63, 149–165. http://doi.org/10.1016/j.system.2016.10.004
  • Harsch, C., & Hartig, J. (2016). Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. Language Testing, 33(4), 555–575. http://doi.org/10.1177/0265532215594642
  • Hwang, W.-Y., Shih, T. K., Ma, Z.-H., Shadiev, R., & Chen, S.-Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639–657. http://doi.org/10.1080/09588221.2015.1016438
  • Jang, S. Y., & Kim, T. (2016). 래쉬 모형을 사용한 표준화 시험의 타당성 평가: 시·도 교육청 주관 중학생 영어듣기시험을 중심으로 [Exploring validity of the nationwide standardized English listening tests using the rasch measurement model]. 글로벌영어교육학회/Studies in English Education, 21(2), 115–145. Retrieved from http://www.riss.kr/link?id=A102042948
  • Jeong, S.-Y., & Cho, M.-H. (2016). An acoustic analysis of Korean EFL students’ English vowel production: Focused on “new” English vowel categories. 한국영어학/Korean Journal of English Language and Linguistics, 16(2), 405–424. Retrieved from http://www.riss.kr/link?id=O69667289
  • Kang, H.-J., & Kim, H.-J. (2016). Aacoustic correlates of English stress in Korean L2 learners’ perception. 한국영어학/Korean Journal of English Language and Linguistics, 16(2), 169–196. Retrieved from http://www.riss.kr/link?id=O69667300
  • Kang, H. A. (2016). Reading fluency and listening comprehension abilities as predictors of reading comprehension. 영어교육/ENGLISH TEACHING, 71(1), 3–24. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824270
  • Kim, H., & Lee, H. (2016). 대학수학능력시험 영어 영역 화행 분석: 대화 듣기 자료를 중심으로 [Speech acts in the CSAT English conversational materials]. 글로벌영어교육학회/Studies in English Education, 21(3), 115–141. Retrieved from http://www.riss.kr/link?id=A102083768
  • Kim, Y. O., & Chung, H. S. (2016). The effects of metacognitive listening instruction on young Korean EFL Learners’ listening. 초등영어교육/Primary English Education, 22(2), 215–243. Retrieved from http://www.riss.kr/link?id=A101958687
  • Lee, J. (2016). The impact of metacognitive instruction in blended learning on learners’ self-efficacy, attribution, and L2 listening comprehension. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 77–106. Retrieved from http://www.riss.kr/link?id=A101820739
  • Nix, J.-M. L. (2016). Measuring latent listening strategies: development and validation of the EFL listening strategy inventory. System, 57, 79–97. http://doi.org/10.1016/j.system.2016.02.001
  • Ockey, G. J., & French, R. (2016). From one to multiple accents on a test of L2 listening comprehension. Applied Linguistics, 37(5), 1–24. http://doi.org/10.1093/applin/amu060
  • Pladevall-Ballester, E. (2016). CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics, 26(1), 52–74. http://doi.org/10.1111/ijal.12079
  • Siegel, J. (2016). A pedagogic cycle for EFL note-taking. ELT Journal, 70(3), 275–286. http://doi.org/10.1093/elt/ccv073
  • Tragant, E., Muñoz, C., & Spada, N. (2016). Maximizing young learners’ input: an intervention program. Canadian Modern Language Review, 72(2), 234–257. http://doi.org/10.3138/cmlr.2942
  • Tschirner, E. (2016). Listening and reading proficiency levels of college students. Foreign Language Annals, 49(2), 201–223. http://doi.org/10.1111/flan.12198
  • Vu, H. Y., & Shah, M. (2016). Vietnamese students’ self-direction in learning English listening skills. Asian Englishes, 18(1), 53–66. http://doi.org/10.1080/13488678.2015.1136104
  • Webb, S. (2016). Learning vocabulary through meaning-focused input: replication of Elley (1989) and Liu & Nation (1985). Language Teaching, 49(1), 129–140. http://doi.org/10.1017/S0261444815000051
  • Yeldham, M. (2016). Second language listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach. TESOL Quarterly, 50(2), 394–420. http://doi.org/10.1002/tesq.233
  • Yeon, S. (2016). The Effects of presentation mode and item type on L2 learners’ listening test performance and perception. 영어교육/ENGLISH TEACHING, 71(4), 27–54. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010025058623
  • Yun, G. (2016). Interspeaker variation in phonological and semantic priming effects on recognition of Korean and English words. 한국영어학/Korean Journal of English Language and Linguistics, 16(3), 563–597. Retrieved from http://www.riss.kr/link?id=A102087373
  
 
 
 
 
 
    

 



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