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ERIC Number: EJ1142766
Record Type: Journal
Publication Date: 2017-Apr
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-0893
EISSN: N/A
Comprehending Misunderstanding
Newton, Jonathan
ELT Journal, v71 n2 p237-244 Apr 2017
Michael Swan and Catherine Walter (see EJ1142765) take issue with the current emphasis in the teaching of listening and reading on higher-order skills-and-strategies training. They argue that L2 learners typically already possess the relevant skills and strategies necessary for listening and reading in L2, and, by implication, can and do deploy them. Further, they claim that research evidence provides little support for skills-and-strategies training. In this Counterpoint article, I subject these claims to closer scrutiny and find them wanting. I also argue that even if the need for "training" is questionable, skills-and-strategies instruction nevertheless offers rich and varied language learning opportunities through the ways it directs learners to engage with text.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A