Titlebook: Exploring Listening Strategy Instruction through Action Research; Joseph Siegel Book 2015 Joseph Siegel 2015 Listening strategy instructio

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ostensible

Ingrained

Nomadic

Appraising the Listening Strategy Instruction Interventionhey have demonstrated the need for educational improvements in that area of L2 instruction and detailed the LSI program planned and used in the UIE course at Sakura University in Japan. In order to understand the perceptions, effects, and factors influencing this pedagogic innovation, I wanted to ta

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Iterative Findings from the Action Research Interventionich highlights data from each of the distinct cycles of observation and also links each data collection period to reflection and subsequent planning stages. The purpose of this chapter is to convey the way in which data from each phase of the project were collected from distinct groups of learners a

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Participant Lenses: The Findings Viewed from Different Standpointsis AR. Chapter 6 presents additional exploratory and comparative insights from the perspectives of the two participant sets (students and language educators) in order to provide a multi-faceted account of the LSI intervention. Student findings for each phase are combined and displayed so that side-b

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輕率看法

Listening Strategy Instruction in the Broader Second Language Contextthe scope and purpose of the project, first described in Chapter 1, will be revisited. The limitations of the study, both theoretical and practical, will also be identified and addressed. Key messages and pedagogic implications for a wider audience, beyond those for the local Sakura University conte

預(yù)知

https://doi.org/10.1007/978-90-481-3540-0 I was in my first year at this institution. Near the end of my first semester, I asked students to write comments about the course and how it could be improved. The student note pictured in Figure 1.1 above really made an impact on me and prompted me to reflect on the supposed ‘teaching’ of listening I was doing.

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African Histories and Modernitiesarious limitations at the theoretical and practical levels. The concept of process-based LSI is then introduced, and its potential contribution to the current state of L2 listening pedagogy is evaluated.