In her article, Graham (2017) concludes ‘that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way’ (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a test than a task. She continues that there is an over-application of the widely shared findings that pre-listening tasks aid listening comprehension – particularly tasks which involve predicting the vocabulary which will be heard during the listening task. Given the suggestion that learners find listening tasks difficult has been addressed within schools simply by making such tasks easier, Graham feels a more pedagogically apt approach might be to examine more closely what has made the task difficult and to modify teaching to address this.

中文翻译：

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从业者回应 Suzanne Graham 的“实践研究：在有指导的课堂环境中的听力策略”

在她的文章中，Graham (2017) 总结道“关于听力教学的研究很少进入英国的课堂，尤其是以积极的方式”（第 117 页）。她建议教师很少在课堂上深入研究第二语言 (L2) 听力的过程；相反，听力理解更多地被视为一项测试而不是一项任务。她继续说，广泛共享的调查结果被过度应用，即听前任务有助于听力理解——尤其是涉及预测在听力任务中将听到的词汇的任务。鉴于学习者发现听力任务困难的建议已在学校内通过简单地简化听力任务得到解决，