This book addresses the gap between listening theory and practice by providing an outline of listening theory, offering practical listening methods, and presenting how metacognitive instruction can be integrated into real lesson practice. Applying these methods to teaching and learning can provide educators with the instructional guidance needed to offer their learners some tangibility in second language (L2) listening.
Based on original research, the book includes descriptions and accounts of teachers' listening classroom practices to explain their teaching priorities and their teaching decisions. Further, samples of listening lessons and learners' accounts of their listening experience provide additional insights into learning from listening. This book emphasizes the challenges that both teachers and learners face in the listening classroom and suggests metacognitive instruction as a remedy for these listening difficulties. It also outlines a four-stage pedagogic cycle including listening tasks and an additional journal component that integrates traditional teaching approaches and contemporary metacognitive methods.
This book is a useful resource for academics, scholars, educators, and curriculum designers in the field of applied linguistics, L2 language learning, and foreign language education.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Naheen Madarbakus-Ring works at the University of Tsukuba in Japan and has taught in South Korea, the UK, and New Zealand. Naheen received her PhD in Applied Linguistics from Victoria University of Wellington (NZ). Her research areas include listening strategies, curriculum design, and material development.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Hardcover. Etat : new. Hardcover. This book addresses the gap between listening theory and practice by providing an outline of listening theory, offering practical listening methods, and presenting how metacognitive instruction can be integrated into real lesson practice. Applying these methods to teaching and learning can provide educators with the instructional guidance needed to offer their learners some tangibility in second language (L2) listening.Based on original research, the book includes descriptions and accounts of teachers listening classroom practices to explain their teaching priorities and their teaching decisions. Further, samples of listening lessons and learners accounts of their listening experience provide additional insights into learning from listening. This book emphasizes the challenges that both teachers and learners face in the listening classroom and suggests metacognitive instruction as a remedy for these listening difficulties. It also outlines a four-stage pedagogic cycle including listening tasks and an additional journal component that integrates traditional teaching approaches and contemporary metacognitive methods.This book is a useful resource for academics, scholars, educators, and curriculum designers in the field of applied linguistics, L2 language learning, and foreign language education. This book provides an outline of listening theory, offers practical listening methods, and presents how metacognitive instruction can be integrated into real lesson practice. A useful resource for academics, educators, and curriculum designers in the field of applied linguistics, L2 language learning, and foreign language education. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781032478760
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Hardcover. Etat : new. Hardcover. This book addresses the gap between listening theory and practice by providing an outline of listening theory, offering practical listening methods, and presenting how metacognitive instruction can be integrated into real lesson practice. Applying these methods to teaching and learning can provide educators with the instructional guidance needed to offer their learners some tangibility in second language (L2) listening.Based on original research, the book includes descriptions and accounts of teachers listening classroom practices to explain their teaching priorities and their teaching decisions. Further, samples of listening lessons and learners accounts of their listening experience provide additional insights into learning from listening. This book emphasizes the challenges that both teachers and learners face in the listening classroom and suggests metacognitive instruction as a remedy for these listening difficulties. It also outlines a four-stage pedagogic cycle including listening tasks and an additional journal component that integrates traditional teaching approaches and contemporary metacognitive methods.This book is a useful resource for academics, scholars, educators, and curriculum designers in the field of applied linguistics, L2 language learning, and foreign language education. This book provides an outline of listening theory, offers practical listening methods, and presents how metacognitive instruction can be integrated into real lesson practice. A useful resource for academics, educators, and curriculum designers in the field of applied linguistics, L2 language learning, and foreign language education. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9781032478760
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