No abstract

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 selfefficacy 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.

This paper takes as its starting point the difficulties inherent in listening in a second language.It argues that self-efficacy, broadly defined as the belief in one's ability to carry out specific tasks successfully, is crucial to the development of effective listening skills, and that listening strategy instruction has the potential to boost self-efficacy. The degree of control over the process of listening that learners can gain through listening strategy instruction is an important factor in this process. Reviewing studies that have integrated strategy instruction with measures to address learners' sense of control and self-efficacy for listening, it concludes by arguing that in an EAP context, such a heightened sense of confidence can help learners cope more effectively with authentic oral input.

This article reports on the findings of an investigation into the attitudes of English students aged 16 to 19 years towards French and how they view the reasons behind their level of achievement. Those students who attributed success to effort, high ability, and effective learning strategies had higher levels of achievement, and students intending to continue French after age 16 were more likely than noncontinuers to attribute success to these factors. Low ability and task difficulty were the main reasons cited for lack of achievement in French, whereas the possible role of learning strategies tended to be overlooked by students. It is argued that learners' self-concept and motivation might be enhanced through approaches that encourage learners to explore the causal links between the strategies they employ and their academic performance, thereby changing the attributions they make for success or failure.

Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60.