This research was made possible in part by a grant (410-2003-0153) to the first author from the Social Sciences and Humanities Research Council of Canada. The authors wish to thank Phil Nagy, Catherine Mareschal, and the Language Learning reviewers for their helpful comments on earlier versions of this article. Our thanks also go to Parvin Movassat, Frédéric Nault, and the late Julien Coûture for their help. Different components of this research were first presented at the annual meetings of the Canadian Association of Applied Linguistics in London (ON) in May 2005 and the American Association of Applied Linguistics in Costa Mesa, CA in April 2007.
Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study
Version of Record online: 29 JAN 2010
© 2010 Language Learning Research Club, University of Michigan
Volume 60, Issue 2, pages 470–497, June 2010
How to Cite
Vandergrift, L. and Tafaghodtari, M. H. (2010), Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning, 60: 470–497. doi: 10.1111/j.1467-9922.2009.00559.x
- Issue online: 13 MAY 2010
- Version of Record online: 29 JAN 2010
- Revised version accepted 2 January 2009
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