Events http://conf.posterous.com Conferences, Seminars, Webinars on education, linguistics, language learning/teaching, e-learning, m-learning posterous.com Mon, 28 Feb 2011 13:30:00 -0800 45th Annual Conference and Exhibition | Brighton, 15th-19th April 2011 http://conf.posterous.com/45th-annual-conference-and-exhibition-brighto http://conf.posterous.com/45th-annual-conference-and-exhibition-brighto

Iatefl

 

My proposal

Title: Listening skills training to promote noticing, automatization and learner autonomy

Poster

Abstract:

Effective listening skills training should include a well-balanced combination of activities targeting both bottom-up and top-down processing, and also be designed to encourage learners to practice listening and speaking constantly. This study explores how activities such as dictation, dictogloss, and sharing learners' talks can be combined in a well-balanced manner, with a limited but motivational use of technology.

Summary:

Effective listening skills training should include a well-balanced combination of activities targeting both bottom-up and top-down processing, and training bottom-up processing skills is particularly important for Japanese learners of English, whose L1 is totally different - phonetically and syntactically - from the target language. It is also important, especially in an EFL environment, to design learning activities to encourage learners to practice listening and speaking constantly, both in and outside of the classroom. This study reports a 15 week EFL course focused on listening skills where the class meets face to face once a week at a traditional classroom. It explores how activities targeting different skills can be combined in a well-balanced manner. In class time, partial dictation using songs is given as a warm-up activity, and to explicitly teach a selected set of features of English sound, such as weakening, elision, liaison, and analogy from loan words, which are most challenging for Japanese learners (later on students play the role of teacher and take charge of the song dictation). After themed listening-for-meaning activities coupled with speaking practice, a dictogloss task is given to revisit what they have learned and promote noticing. As homework, they are asked to record and share their speech or conversations, and comment on each other on an online sharing site, where timely feedback from the teacher is given. Their reflection journals are shared online too. The results will be discussed and analyzed in the presentation.

(Originally Posted on January 03, 2011 at  8:31 PM)

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準備!

 

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