Professional Documents
Culture Documents
(From the Esme Fairbairn Foundation project, Foreign language listening comprehension: from current practice to improved pedagogy). Seminar funded by the Higher Education Academy
Aims
To develop understanding of what teaching listening and listening effectively consist of To discuss the current scenario of listening pedagogy and envisage alternative ways of approaching listening in ITE. To familiarize participants with some listening strategies To identify a framework that can be used for teaching listening To apply that framework to the instruction of listening strategies To apply the points discussed in the development of an ITE session on listening
Part 1
THE BACKGROUND
1: Listening is the skill in which Year 12 and 13 learners feel its hardest to do well.
True
Graham (2002, 2004, 2006) found this to be the case, using a large sample of Year 11, 12 and 13 language learners
2. For Year 11 learners, speaking is the skill in which they feel its hardest to do well.
True This was the finding reported in Graham (2002, 2004, 2006). Listening was not an area of strength nor of particular difficulty. That Year 12 and 13 learners found it so much more difficult suggests there is a gap between the listening skills we develop in learners lower down the school.
3. In the latest Ofsted inspection of MFL teaching across the country, listening was a skill that was generally well-taught.
Not true
(Contd)
Ofsted (2011) says The overall progress made by students at Key Stages 3 and 4 was good or outstanding in over half of the 470 lessons observed. However, there were weaknesses in too many lessons, particularly in speaking, listening and reading in modern languages.... Although students listening skills were generally satisfactory, they were not always strong because their development in some of the schools visited relied too heavily on exercises from text books.... Secondary schools should....make more use of authentic materials to help develop students language skills and their intercultural understanding.
4. Textbook listening materials address all the aspects of the Programme of Study that concern listening.
False Our analysis of textbooks for Phase 1 of our study shows that there is very little attention to:
5. The most important thing when doing a listening activity is to help learners find the right answer.
Teachers think this
Listening as a product (or as process)? Feedback tends to focus on right answers Without establishing why the errors occurred, we have no means of assisting learners to get it right next time. (Field, 2008:81) Testing listening vs teaching listening
6. Teachers have a clear understanding of how to teach learners how to listen effectively.
Yes, but Focus on procedures for task completion Responses to our questionnaire: justifications = procedures Also in the questionnaire: large number of middle answers
7. Giving learners more challenging texts to understand increases their confidence in language learning.
This was the finding of Macaro and Erler (2008) for reading with Year 7 learners, leading the authors to argue that we need for MFL a curriculum which provides learners with a range of [reading] problems to be overcome via strategy use at a much earlier time, and which has higher expectations of what they can achieve in the first 2 years of their foreign language study (Macaro and Erler, 2008: 116).
Preparation strategies
Making predictions Thinking of words and phrases that might be heard, plus synonyms
Making predictions Thinking about the likely topic and themes of the passage
Does my interpretation fit the context? Does my interpretation fit in with what I know already?
Unknown word/phrase
Understanding?
Unknown word/phrase
Understanding
(from)
To recap: we looked at
what teachers in England believe about listening; how those teachers think listening is delivered; how the above compares with what good listeners do, and what the NC asks us to do
Our respondents
Random sample of 90 high schools in England, across a range of contexts + 32 local schools Replies received from 46 schools throughout England; a total of 115 teachers in a range of state maintained schools (91% in comprehensives) Majority of teachers (approx 85%) non-native speakers of language taught Experience: 0-3yrs (20%); 4-8rs (22%); 9-15yrs (32%); 16+ yrs (26%)
Have you received subsequent training (e.g. INSET) on how to teach listening comprehension?
18% Yes
82% No
Findings: beliefs
It is possible to teach learners how to listen more effectively When learners don't understand a word they should work out its meaning from the context When learners don't understand a word they should work out its meaning from the word/phrases that precedes or follow the unknown word When learners don't understand a word they should work out its meaning from their linguistic knowledge Learners' main problems lie in the difficulty they have in identifying where word/phrase/sentence boundaries are 1.5 1.9 2.1
2.3 2.4
After listening, students should discuss how they completed 2.6 the listening activity
After listening, students should discuss how they felt about the listening activity
2.6
Current practice
Often poor learners dont have a clue as to how good learners arrive at their answers and feel that they can never perform as good learners do. By revealing the process, this myth can be exposed. (Rubin, 1990, p. 282)
Control/no control
(Contd)
They complete the activity by giving appropriate written responses (for example, choosing the correct options, filling in the blanks, sequencing information, drawing a diagram, jotting down notes). The teacher plays the recording again and instructs the students to confirm or change their responses. After that, she tells the class what the correct responses are, and the students find out where they have gone wrong.
Contd
Does this sound familiar to you? Well, that was what I used to do when delivering listening lessons. My emphasis was on the product or outcome of my students listening. What mattered most was how accurate or complete their responses were. In retrospect, even though I did many listening exercises, I was not teaching my students how to listen effectively. I was merely testing their comprehension without showing them how they could improve their listening.
(Goh, 2010:179-180)
Product or process?
The audio: extract from Authentik en franais (2001) Alors, bien sr, tous les secteurs sinistrs vont avoir, euh, du mal sen remettre car les dgts sont normes et le bilan humain est dj trs lourd, donc: 26 morts et au moins 3 disparus. Cest le dpartement de lAude qui a pay le plus lourd tribu ce phnomne exceptionnel. The task: For each question, tick the correct answer: 4. The number of people killed or missing runs to at least: a) 3 b) 29 c) 26 d) 500
And now?
Hum, vingt-six morts! Voil numro quatre! Il a dit vingt-six morts et trois and three people missing. [] So, do I take it twice? Or, do I add it up? (reading from the sheet) The number of people killed or missing amounts to Of course, when you add up the numbers, its going to be twenty-nine. (Alan, p.63) Yes, I heard vingt-six morts. So, twenty-six dead, I think, so its probably that one. (Sue, p. 62)
(from Graham et al., 2008)
Exploring thinkalouds
The task: m/c task (in English) The topic: French politics The procedure: student thinks aloud while doing the task What can the thinkaloud tell us about how the students listening process? (See Preparation)
Your turn
What are the strategies used by the student to answer question 1? 1. The passage is about: a) The decline of Jean-Marie Le Pen b) The defeat of Franois Mitterand c) A socialist mayor
Thinkalaoud
Part 2
THE POSSIBILITIES
Borg (2010, pp. 413-414) A mismatch between teachers narrative experience of classroom life and the portrayal of learning and teaching they encounter in research papers need to help teachers see parallels between research reports and their own learners, and to reconcile and meld () research knowledge with their own practical knowledge (also Hemsley-Brown & Sharp, 2003), with teachers valuing research that meshes with their experience (Zeuli, 1994, p. 52).
A model for intervention/strategy instruction Based on several accepted models (e.g. Macaro, 2001):
Awareness-raising/exploration of possible strategies
Modelling of possible strategies Practising combinations of strategies on a task
Intervention
Based around key findings effective listening; teaching listening as a specific skill; prediction and verification; inferencing/key word focus; sounds/segmentation; feedback. Two 2-hour workshops (6 teachers) and 6 online modules over six to eight months.
Workshops
Discussion interspersed with research evidence
Consideration of what effective listening is summarised findings from UK-based classroom studies, comparisons drawn with participants own learners; analysis of think-aloud materials from previous studies
Textbook and lesson analysis amalgamation of our observations (anonymised!) contrasted with a teaching listening approach
Summary of key points from Phase 1 survey; participants reflect on differences between current practice and what we might be aiming for
Ce quont vcu ce week-end les dpartements de lAude, du Tarn, et des Pyrnes orientales, la France ne lavait pas connu depuis (passage continues, giving several details about floods in France)
The task:
Three French departments have been hit by: a) Strikes b) Riots c) Floods d) Snow storms
neige
a) Strikes
b) Riots
c) Floods d) Snow storms
The thinkaloud
Number one I guessed, only because I thought I heard the Pyrnes, and I thought it had something to do with snow, but Im not sure, because I dont know the words for strikes or riots. I just didnt hear anything else.
The task
Pupils listen to the recording and work out from the venues given where each conversation is taking place. They need to understand the gist of each message to work out the answer. (Expo 2, TB, p. 129) Extract from transcript: 4 - Excusez-moi, madame, mais il ne faut pas fumer ici quand les autres mangent. Si vous voulez fumer, vous pouvez aller sur la terrasse ou bien au bar, si vous prfrez.
Participants task
Read through the two lesson outlines in Appendix 2, both based on the same passage and answer:
- How do they differ?
- Can you identify for each one the following: The aims/objectives of the tasks What knowledge and/or skills each presupposes and/develops What knowledge/skills seem to be neglected. The extent to which the suggested procedures follow a cycle of strategy instruction
Modules
Modules took this further, leading teachers through stages of reflection: topic contextualised in relation to teachers survey responses and observed classes or connected back to either the live workshop presentations or the previous module own lesson observations and questionnaire responses included in their module version excerpts from studies showing learners listening; participants reflection on these
Modules
Detailed suggestions for alternative approaches using same textbook materials and invitation for participants to try these out in their own classes Module evaluation reflection on what learnt, how new approaches worked with classes, changes needed, etc.
See Appendix 3
Areas covered
Module 1: Awareness raising: How learners listen and how they can listen more effectively Module 2: Prediction and verification Module 3: Identifying key words Module 4: Developing learners understanding of key sounds, how to segment streams of speech and to use intonation to help them understand. Module 5: Giving feedback on listening Module 6: Adapting existing listening materials
Get them to focus/take responsibility for task Familiarise pupils with the level they're working at Ensure all pupils had fair chance to complete task.
Listening experience for pupils had been more positive and enjoyable...Yes I would use it again as it gives pupils confidence that somewhere in the wall of sound they will encounter, there are items they are already expecting! ...anticipat(ing) filled them with hope they might actually understand some of it. They are less defeatist!
Maggie:
No its the hardreading the question, reading the rubric, what is this presupposing? But it is making me realise the ineffectuality of some of those exercises.
General: T seems to be concerned about getting things done, about guaranteeing that pupils will be successful. A strong concern with NC levels. T as doer, page turner, box ticker By T2, emphasis on finding the right answer lessened.
Time 2 observation?
But change only partially evident in observed class: hectic pace, one activity after another, no thinking/talking about what was being done
Senses however improved efficacy: adapting & incorporating new teaching strategies required a lot of concentration and brain power in the preparation stage. Thought it paid off for ss learning experience and her own skills at teaching listening
Specific question to interview suggests subtle, initial changes in thinking 'do you think I overplayed what I did today?
Conclusions
Changes in beliefs may not lead directly to changes in practice (Johnson & Golombek, 2002) Knowledge about teaching and the classroom becomes instantiated only after it has been integrated into the teachers personal framework (Rankin & Becker, 2006, p. 366) But evidence of a range of developmental processes (Borg, 2011, p. 378)
Facilitated by data collection methods that encouraged teachers to reflect not only on their own work, but also on that of other teachers, on materials and the relationship of all these to research evidence
Your task
Group Work: Applying the framework to work with trainee teachers What could be applied to your contexts? Which aspects of what we have presented today could you use in your own work with beginning or inservice teachers? Draft an outline session What problems might trainees/teachers encounter? How could you help them with these?
References
Authentik en franais. (2001). Mars/avril. Trinity College: Dublin. Borg, S. (2010). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36, 81109. Borg, S. (2011). The impact of in-service teacher education on language teachers beliefs. System 39, 370380.
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood (Ed.), English language teaching materials: Theory and Practice (pp. 179-206). Cambridge: Cambridge University Press. Graham, S. (1997). Effective language learning. Clevedon: Multilingual Matters. Graham, S. (2002). Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal 25, 15-20. Graham, S. (2004). Giving up on modern foreign languages? Students perceptions of learning French. Modern Language Journal 88 (2), 171-191. Graham, S. (2006). Listening comprehension: The learners perspective.System 34, 165-182. Graham, S., Santos, D. and Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System 36, 52-68. Harris, V. (with Alberto Gaspar, Barry Jones, Hafds Ingvarsdttir, Renate Neuburg, Ildik Plos, Ilse Schindler) (2001). Helping learners learn: exploring strategy instruction in language classrooms across Europe. European Centre for Modern Languages: Council of Europe Publishing.
References (Contd)
Hemsley-Brown, H., & Sharp, C. (2003). The use of research to improve professional practice: a systematic review of the literature. Oxford Review of Education 29, 449-471 Johnson, K.E., & Golombek, P.R. (2002). Inquiry into experience. Teachers personal and professional growth. In K.E. Johnson & P.R. Golombek (Eds.), Teachers narrative enquiry as professional development (pp. 6-14). Cambridge: Cambridge University Press. Macaro, E. (2001). Learning strategies in second and foreign language classrooms. London: Continuum Macaro, E. & Erler, L (2008). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics 29, 90-119 OFSTED (2011). Modern Languages. Achievement and challenge 2007-2010. Available at: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-bytype/Thematic-reports/Modern-languages-achievement-and-challenge-2007-2010 (accessed 17 May 2011) Pillette, M. & Graham, S. (2000). Objectif Bac 2. London: Collins Educational. Rankin, J., & Becker, F. (2006). Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal 90, 353372. Zeuli, J.S. (1994). How do teachers understand research when they read it? Teaching and Teacher Education 10, 39-55.