Goh, C. (2002). Exploring listening comprehension tactics and their interaction patterns.System,
30, 185 – 206.
Grabe, W. (2000). Reading research and its implications for reading assessment. In A. Kunnan
(Ed.),Fairness and validation in language assessment(pp. 226–260). Cambridge: Cambridge
University Press.
Graham, S. (2006). Listening comprehension: The learners’perspective.System, 34, 165 – 182.
Graham, S., Santos, D., & Vanderplank, R. (2008). Listening comprehension and strategy use: A
longitudinal exploration.System, 36(1), 52–68.
Graham, S. (2011). Self-efficacy and academic listening.Journal of English for Academic
Purposes, 10, 113 – 117.
Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted
Language Learning, 17, 51 – 82.
Gude, K., & Duckworth, M. (2002).Proficiency masterclass: Students book. Oxford: Oxford
University Press.
Hansen, C., & Jensen, C. (1994). Evaluating lecture comprehension. In J. Flowerdew (Ed.),
Academic listening: Research perspectives(pp. 241–268). Cambridge: Cambridge University
Press.
Hyon, S. (1997).Models of lecture discourse: Applications for academic listening and future
research directions. Orlando, FL: TESOL Convention.
Hyland, K. (2006).English for academic purposes: An advanced resource book. London:
Routledge.
Imhof, M. (2010). What is going on in the mind of a listener?—The cognitive psychology of
listening. In D. A. Wolvin (Ed.), Listening & human Communication(pp. 97–126).
Wiley-Blackwell.
In’nami, Y., & Koizumi, R. (2009). A meta-analysis of test format effects on reading and listening
test performance: Focus on multiple-choice and open-ended formats.Language Testing, 26(2),
219 – 244.
Jin, Y., & Fan, J. (2011). Test for English Majors (TEM) in China.Language Testing, 28,
589 – 596.
Johns, A. M. (1981). Necessary English: A faculty survey.TESOL Quarterly, 15, 51 – 57.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm
whose time has come.Education Research, 33(7), 14–26.
Jung, E. H. (2003). The role of discourse signaling cues in second language listening
comprehension.Modern Language Journal, 87, 562 – 577.
Jung, E. H. (2006). Misunderstanding of academic monologues by nonnative speakers of English.
Journal of Pragmatics, 38, 1928 – 1942.
Kane, M. T. (2001). Current concerns in validity theory.Journal of Educational Measurement,
38 (4), 319–342.
King, A. (1992). Comparison of self-questioning, summarizing and note-taking review as
strategies for learning from lectures.American Educational Research Journal, 29(2), 303–323.
Kintsch, W. (1974).The representation of meaning in memory. Hillsdale, NJ: Erlbaum.
Kintsch, W., & van Dijk, T. (1978). Toward a model of text comprehension and production.
Psychological Review, 85(5), 363–394.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge
University Press.
Kintsch, W., & van Dijk, T. (1983). Towards a model of text comprehension and production.
Psychological Review, 85, 363 – 394.
Kintsch, W., & Yarborough, J. C. (1982). Role of rhetorical structure in text comprehension.
Journal of Educational Psychology, 74(6), 828–834.
Lee, G. (2009). Speaking up: Six Korean students’oral participation in class discussions in US
graduate seminars.English for Specific Purposes, 28, 142 – 156.
Lee, J. J. (2009). Size matters: an exploratory comparison of small-and large–class university
lecture introductions.English for Specific Purposes, 38, 142 – 156.
References 203