Joseph Siegel is Associate Professor in the Faculty of Economics at Meiji Gakuin University, Tokyo. Many of his published works are on the topics of second language listening pedagogy and strategy instruction. Among his research interests are teaching and learning practices related to second language listening and the development of pragmatic competency.

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• PART I: ADDRESSING A GAP IN SECOND LANGUAGE LISTENING INSTRUCTION1. Personal and Professional Foundations of a Listening Strategy Intervention 2. Listening and How it is Taught 3. The Listening Strategy Instruction Program PART II: UNDERSTANDING THE LISTENING STRATEGY INSTRUCTION INTERVENTION4. Appraising the Listening Strategy Instruction Intervention 5. Iterative Findings from the Action Research Intervention 6. Participant Lenses: The Findings Viewed from Different Standpoints PART III: POSITIONING THE LISTENING STRATEGY INSTRUCTION IN THE FIELD7. Reflections and Key Findings for the Local Context 8. Listening Strategy Instruction in the Broader Second Language Context

Joseph Siegel is Associate Professor in the Faculty of Economics at Meiji Gakuin University, Tokyo. Many of his published works are on the topics of second language listening pedagogy and strategy instruction. Among his research interests are teaching and learning practices related to second language listening and the development of pragmatic competency.

Select Guide Rating

• PART I: ADDRESSING A GAP IN SECOND LANGUAGE LISTENING INSTRUCTION1. Personal and Professional Foundations of a Listening Strategy Intervention 2. Listening and How it is Taught 3. The Listening Strategy Instruction Program PART II: UNDERSTANDING THE LISTENING STRATEGY INSTRUCTION INTERVENTION4. Appraising the Listening Strategy Instruction Intervention 5. Iterative Findings from the Action Research Intervention 6. Participant Lenses: The Findings Viewed from Different Standpoints PART III: POSITIONING THE LISTENING STRATEGY INSTRUCTION IN THE FIELD7. Reflections and Key Findings for the Local Context 8. Listening Strategy Instruction in the Broader Second Language Context