Staff Profile:Professor Suzanne Graham

Name:

Professor Suzanne Graham

Job Title:

Institute Director of Research/Subject Leader/PGCE Modern Foreign Languages

Responsibilities:

University responsibilities:

Faculty of Arts, Humanities and Social Science Board for Research; Joint Standing Committee of the Council and Senate on Honorary Degrees: Joint Standing Committee of the Council and Senate; University Grievance Committee.

Main responsibilities at the Institute of Education: Institute Director of Research; Subject Leader, MFL PGCE.

Teaching:

• Subject Leader, MFL PGCE;
• Contributes to MA module English Language: Study Skills and Research Methods;
• Contributes to MA module Second Language Teaching and Learning;
• PhD and MA dissertation supervision.

Areas of Interest:

Areas of expertise and research interest [able to supervise at PhD and Masters level]:

• Second Language teaching and learning;
• Second Language Learning Strategies;
• Motivation;
• Reading and listening comprehension.

Able to supervise at Masters, PhD and EdD level in the following areas:

• Second Language teaching and learning;
• Second Language Learning Strategies;
• Motivation;
• Reading and listening comprehension;
• Second language writing;
• Teacher cognition;
• Second language vocabulary;
• Learner autonomy.

Current and recent Research Students:

• Emre Debreli. The impact of teacher training programs on pre-service teachers' beliefs about teaching and learning English;
• Radhika De Silva. Learner strategy instruction in writing (English for Specific Purposes);
• Tom Parkinson. How does canon formation impact upon Popular Music pedagogy at undergraduate level?
• Suttawan Sriwantaneeyakul. Factors influencing Critical Reading development in university EFL students;
• Jinghui Wang. Learner autonomy and computer assisted language learning for Chinese learners of English;
• Shahla Yassaei. Teachers' reflective practice.

Current and recent Research Projects:

Teacher education beliefs and institutional principles. This project, being undertaken jointly with the Universities of Oxford, Southampton, Bath, Aberdeen and Goldsmith's College, is investigating the development of trainee teachers' beliefs about the key principles of language pedagogy to which they are introduced during their training programme and how these develop over the course of the programme.

Second language listening comprehension in England: from current practice to improved pedagogy. Funded by the Esmée Fairbairn Foundation, this project aims, in its first phase, to investigate teachers' beliefs about and understanding of the teaching of second language listening comprehension. The second phase of the research will be to develop and evaluate materials to improve teachers' ability to teach listening as a skill.

Recently completed research projects:

Second language listening comprehension in England: from current practice to improved pedagogy. Funded by the Esmée Fairbairn Foundation, this project aims, in its first phase, to investigate teachers' beliefs about and understanding of the teaching of second language listening comprehension. The second phase of the research will be to develop and evaluate materials to improve teachers' ability to teach listening as a skill.

Teacher education beliefs and institutional principles. This project, being undertaken jointly with the Universities of Oxford, Southampton, Bath, Aberdeen and Goldsmith's College, is investigating the development of trainee teachers' beliefs about the key principles of language pedagogy to which they are introduced during their training programme and how these develop over the course of the programme.

Strategy training in Year 12 French. This Economic and Social Research Council funded project investigated the impact of a programme of strategy training on the listening and writing of Year 12 learners of French.

Research groups / Centres:

Second Language

Publications:

Y

Jump to: 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003

Number of items: 26.

2012

• Graham, S., MacFadyen, T. and Richards, B. (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies. ISSN 1366-5839 (In Press)
• Graham, S. and Santos, D. (2012) Selective listening in L2 learners of French. Language Awareness. ISSN 1747-7565 (In Press)

2011

• Graham, S. (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes, 10 (2). pp. 113-117. ISSN 1475-1585 doi: 10.1016/j.jeap.2011.04.001
• Graham, S., Santos, D. and Vanderplank, R. (2011) Exploring the relationship between listening development and strategy use. Language Teaching Research, 15 (4). pp. 435-456. ISSN 1477-0954 doi: 10.1177/1362168811412026
• Burrell, D., Graham, S., Medley, D., Richards, B. and Roberts, J. (2011) The development and application of a diagnostic test for trainee foreign language teachers. In: O'Sullivan, B. (ed.) Language testing: theory and practice. Palgrave, Oxford, pp. 208-227. ISBN 9780230230620

2010

• Graham, S. J., Santos, D. and Vanderplank, R. (2010) Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching, 4 (1). pp. 1-20. ISSN 1750-1229 doi: 10.1080/17501220802385866

2009

• Graham, S. (2009) French applied linguistics. Journal of French Language Studies, 19 (3). pp. 409-410. ISSN 0959-2695 doi: 10.1017/s0959269509990263
• Marsden, E. and Graham, S. J. (2009) Review of doctoral research in second-language teaching and learning in England (2006). Language Teaching, 42 (3). pp. 369-396. ISSN 0261-4448 doi: 10.1017/s0261444809005783

2008

• Graham, S., Santos, D. and Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System, 36 (1). pp. 52-68. ISSN 0346-251X doi: 10.1016/j.system.2007.11.001
• Roberts, J. and Graham, S. (2008) Agency and conformity in school-based teacher training. Teaching and Teacher Education, 24 (6). pp. 1401-1412. ISSN 0742-051X doi: 10.1016/j.tate.2008.01.003
• Graham, S. J., Richards, B. J. and Malvern, D. D. (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies, 18 (3). pp. 349-364. ISSN 0959-2695 doi: 10.1017/S0959269508003499
• Santos, D., Graham, S. and Vanderplank, R. (2008) Second language listening strategy research: methodological challenges and perspectives. Evaluation and Research in Education, 21 (2). pp. 111-133. ISSN 0950-0790 doi: 10.1080/09500790802152183
• Graham, S. J. and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). 747-783 . ISSN 0023-8333 doi: 10.1111/j.1467-9922.2008.00478.x
• Richards, B. J., Malvern, D. D. and Graham, S. J. (2008) Word frequency and trends in the development of French vocabulary in lower intermediate students during Year 12 in English schools. Language Learning Journal, 36 (2). pp. 199-213. ISSN 0957-1736 doi: 10.1080/09571730802390098
• Macaro, E. and Graham, S. J. (2008) The development of the passé composé in lower-intermediate learners of French as a second language. Language Learning Journal, 36 (1). pp. 5-19. doi: 10.1080/09571730801988454

2007

• Graham, S. and Macaro, E. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. Language Learning Journal, 35 (2). pp. 153-173. ISSN 0957-1736 doi: 10.1080/09571730701599203
• Graham, S. (2007) Learner strategies and self-efficacy: making the connection. Language Learning Journal, 35 (1). pp. 81-93. ISSN 0957-1736 doi: 10.1080/09571730701315832
• Graham, S. and Roberts, J. (2007) Student-teachers' perspectives on positive and negative social processes in schools. Teachers and Teaching: theory and practice, 13 (4). pp. 399-410. ISSN 1354-0602 doi: 10.1080/13540600701391952
• Graham, S., Macaro, E. and Vanderplank, R. (2007) A review of listening strategies: focus on sources of knowledge and on success. In: Cohen, A.D. and Macaro, E. (eds.) Language Learner Strategies: 30 Years of Research and Practice. Oxford University Press, Oxford, pp. 165-185. ISBN 9780194422543

2006

• Graham, S. (2006) Developing Speaking Skills in the Modern Foreign Language. In: Pachler, N. and Redondo, A. (eds.) A practical guide to teaching modern foreign languages in the secondary school. Routledge, London, pp. 58-66. ISBN 978-0415393287
• Graham, S. (2006) Listening comprehension: the learners' perspective. System, 34 (2). pp. 165-182. ISSN 0346-251X doi: 10.1016/j.system.2005.11.001
• Graham, S. (2006) A study of students' metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39 (2). pp. 296-309. ISSN 0015-718X doi: 10.1111/j.1944-9720.2006.tb02267.x

2005

• Macaro, E. , Vanderplank, R. and Graham, S. (2005) A systematic review of the role of prior knowledge in unidirectional listening comprehension. In: Research Evidence in Education Library. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.

2004

• Graham, S. J. (2004) Giving up on modern foreign languages? Students' perceptions of learning French. Modern Language Journal, 88 (2). pp. 171-191. ISSN 0026-7902

2003

• Graham, S. (2003) Learner strategies and advanced level listening comprehension. Language Learning Journal, 28 (1). pp. 64-69. ISSN 0957-1736 doi: 10.1080/09571730385200221
• Graham, S. (2003) Learners' metacognitive beliefs: a Modern Foreign Languages case study. Research in Education, 70 (2). pp. 11-29. ISSN 0034 5237

This list was generated on Sat May 26 07:56:16 2012 BST.

Graham, S., Santos, D. and Vanderplank, R. (forthcoming). Exploring the relationship between listening development and strategy use Language Teaching Research.

Roberts, J. and Graham, S. (2007). Agency and conformity in school-based teacher training Teaching and Teacher Education, 24(6), 1401-1412

Enterprise activity; external roles and consultancy:

• Member of Editorial Advisory Committee, Language Learning Journal;
• Reviewer for Applied Linguistics, Language Awareness, The Modern Language Journal, System and The Journal of French Language Studies;
• Member of UKPOLLS Research Group (UK Project on Language Learner Strategies);
• Assessor, MSc in Applied Linguistics, University of Oxford;
• University partner, 'Meanings that matter' LinkedUp project, with the Willink School and other local schools.