Listening in the Languages Classroom

8/11/2019 Listening in the Languages Classroom

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University of Reading 2008 www.reading.ac.uk

Listening in the languages classroom: Developingteacher educators' understanding and practice.(From the Esme Fairbairn Foundation project, Foreign language listeningcomprehension: from current practice to improved pedagogy).

Seminar funded by the Higher Education Academy

Suzanne Graham, Denise Santos and

Ellie Francis-Brophy.


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Overview of session: Part 1

1. Discussion of pre-session statements

2. What is effective listeningwhat do good

listeners do?

3. What are we doing now and what are the

problems with the current approach?

4. What our research tells us

5. How to fill the gap?

6. Listening as product x Listening as process

7. Looking at how learners listen


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Overview of session: Part 2

1. The role of research findings in teacher development

2. A framework for teaching (listening) strategies: theory

3. A case study from our study

4. Planning a session with trainee teachers: a focus onlistening strategies


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THE BACKGROUND

Part 1


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Pre-session questions:

Which of these sentences are true?

Listening is the skill in which Year 12 and 13 learners feel its hardest todo well.

For Year 11 learners, speaking is the skill in which they feel its hardest to

do well.

In the latest Ofsted inspection of MFL teaching across the country,

listening was a skill that was generally well-taught.

Textbook listening materials address all the aspects of the Programme of

Study that concern listening.

The most important thing when doing a listening activity is to help

learners find the right answer. Teachers have a clear understanding of how to teach learners how to

listen effectively.

Giving learners more challenging texts to understand increases their

confidence in language learning.


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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


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3. In the latest Ofsted inspection of MFL

teaching across the country, listening wasa skill that was generally well-taught.

Not true


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(Contd)

Ofsted (2011) says The overall progress made bystudents 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.


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Textbook analysis findings

Focus on locating very specific, factual information,

matching or repetition

Very little focus on dealing with unknown words

Texts relatively short, little redundancy

Listening as finding information, presentation and

drilling. Little sense of dealing with the

unpredictable

Very little focus on listening strategiesmore so in

more recent books


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Listening strategies in teachers guides

In books with an average of over 100 listening activities,

very few references to listening strategies and how

teachers might present these (min 0, max 16)

Strategies briefly included: prediction (but rarely

verification); using tone of voice/intonation; selective

attention/focusing on specific informationbut lack of

specific advice on how to implement: Encourage pupils

to listen for clues in Maribel's tone of voice

Greater focus on procedures, lack of clear advice:They may need to hear this a few times and have extra

time to write;

Warn them that there is a lot of extraneous detail.


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(Contd) Some aspects of the NC

Developing language-learning strategies

Pupils should be able to: use previous knowledge, context and other clues to work out the meaning of what

they hear or read

Developing language skills

Pupils should be able to: listen for gist or detail

respond appropriately to spoken and written language

deal with unfamiliar language, unexpected responses and unpredictable situations


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Listening as a product (or as process)?

Feedback tends to focus on right answers

Without establishing why the errors occurred, we have nomeans of assisting learners to get it right next time.

(Field, 2008:81)

Testing listening vs teaching listening


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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

Our previous research: focus on topics


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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 theauthors 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).


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Pause for reflection

Has any of the answers surprised you?

If yes, which one(s) and why?


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What is effective listening, ie

What strategies do effective listeners use?

Preparation strategies

Getting in the right frame of mind

concentration, calmness

Making predictions

Thinking of words and

phrases that might be

heard, plus synonyms

Making predictionsThinking about the likely

topic and themes of the

passage

Preparing to

check out the

evidence and

verify predictions


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Strategies used by effective listeners

Strategies to gain an overall

sense of the passage

Self-questioning

Comparing early andlater parts of the

passage

Looking at the

local and global

context

Controlling

my background

knowledge

Bringing it all together

Does my interpretation make sense?

Does my interpretation fit the context?

Does my interpretation fit in with what I know

already?

Evaluating

decisions

taken


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Difficult words: weaker listeners (1)(based on Graham, 1997)

Context

Sentence structure

Surrounding words

Tone of voice

Unknown word/phrase

Understanding?


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Difficult words: weaker listeners (2)

Individual words

Thinking of English

Wild guessing

Context

Unknown word/phrase

Understanding?


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Difficult words: better listeners

Context Tone Sentence structure Surrounding

words

Unknown word/phrase

Understanding


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Do you feel that learners in general, at any stage of

their learning, adopt the effective strategies?

Do you feel that teachers receive enough information in

their initial training about those strategies?


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What are we asking learners to do here?

from)

Extract from Listos 2 Rojo, Pupils Book, p. 14, exercise

3a, plus transcript from accompanying Teachers Book


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Audioscript: translation extract

- What is your sister Pili like?

- Well, shes always here and there. Shes never at

home. Shes very sociable. She really enjoys going out

and she has a lot of friends.

- What is your friend Marta like?

- Marta is a very serious person. I like her a lot.

- What is your cousin Julio like?

- Everybody likes Julio. Hes a very friendly and nice

guy.

(Listos 2 Rojo, Teachers Book, p. 29)


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Pause for Reflection

What skills and/or knowledge are required for the

successful completion of the task?

What opportunities are missed?


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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


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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%)


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Instruction on how to teach listening

How much instruction on how to teach listening

comprehension did you receive in your initial teacher

training?

1% A lot (more than for other skills)

46% A fair amount (the same as for other skills)

49% A little (less than for other skills)

1% None (didnt train as a language teacher)

Have you received subsequent training (e.g. INSET) onhow to teach listening comprehension?

18% Yes

82% No


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Findings: the purpose of listening

Purpose Mean

To teach learners how to listen more effectively 2.1

To increase learnersopportunities to practiselistening

2.3

To provide learners with a model of

pronunciation

3.1

To assess how well learners can listen 3.5

To extend learnersvocabulary 3.8


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Findings: Pre- and post-listening

PRE: Most emphasis on reminding learners of

vocabulary (80% - always/frequently), some

prediction of vocabulary (48%)

Less emphasis on ideas/content (40%) orpossible answers (20%)

POST: asking learners how they felt (51%),

advising on dealing with difficulties (50%),asking learners how they dealt with task ( 21%)


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Procedures and justifications

Common first procedure: explaining or going

through as a class the task requirements; pre-

teaching key words

Justifications: ensuring pupilsreadiness andpreparedness to effectively answer/complete the

task and building student confidence; pupils

preparedness, correct task completion leading to

implied understanding and self-efficacy


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Findings: beliefs

It is possible to teach learners how to listen moreeffectively

1.5

When learners don't understand a word they should work

out its meaning from the context

1.9


out its meaning from the word/phrases that precedes or

follow the unknown word

2.1


out its meaning from their linguistic knowledge

2.3

Learners' main problems lie in the difficulty they have inidentifying where word/phrase/sentence boundaries are

2.4

After listening, students should discuss how they completed

the listening activity

2.6

After listening, students should discuss how they felt about

the listening activity

2.6


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Based on the discussion so far, list key issues

characterising current practice in MFL listening as

opposed to ideal practice

Then reflect: is there a gap between those two

scenarios?

What is the role of ITE in closing that gap?

Current

practice Ideal

practice

GAP?

THE

ROLE

OF ITE


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How to fill the gap? The role of strategies

In a helpful summary of attribution theory, Dickinson(1995) explains that if learners attribute their lack of

progress to fixed causes (such as their level of ability),

they tend to give up the minute they encounter anydifficulties, believing they are no good at languages

anyway. They are more likely to persist if they feel the

outcome of their learning is not predetermined and

they have some control over it. Strategies can play an

important part in giving them that sense of control and

changing their perceptions of themselves.

(Harris et al , 2001, p. 16)


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Often poor learners dont have a clue

as to how good learners arrive at their

answers and feel that they can neverperform as good learners do. By

revealing the process, this myth can

be exposed.(Rubin, 1990, p. 282)


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Observe some student quotes about their listening.

Which of those students seem to be in control of their

listening process? Which are not in control? Why?

Control/no control
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Making links with ITE

Think of a training session you have done with your

current cohort on listening.

Write down the steps you have followed during that

session.

Now read this excerpt


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Picture this scene during a listening lesson. A teacherintroduces the topic of a listening text and invites students to

say what they know about it. She writes their ideas and

unfamiliar words on the board. Next, she tells the students to

read the instructions for the listening activity carefully to findout what information in the listening text to pay attention to.

After this, the teacher plays the recording and the students

listen attentively.

(Contd)


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(Cont d)

They complete the activity by giving appropriate written

responses (for example, choosing the correct options, fillingin 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 correctresponses are, and the students find out where they have

gone wrong.

Contd


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Cont dDoes this sound familiar to you? Well, that

was what I used to do when delivering listeninglessons. 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 withoutshowing them how they could improve their

listening.

(Goh, 2010:179-180)


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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 aumoins 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?


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Hum, vingt-six morts! Voil numro quatre! Il

a dit vingt-six morts et troisand threepeople 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 toOf 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)


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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)


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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

d) The rise of the National Front in France

Use Appendix 1 for reference.

Thinkalaoud

The audioscript (extract)
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Le Front national est n en 1972, avec pour objectif de

regrouper diverses tendances dextrme-droite. Quand lesocialiste Franois Mitterand devient Prsident de la

Rpublique en 1981, le Front national prsid par Jean-

Marie Le Pen est au plus bas.

(Pillette & Graham, 2000, p. 39)


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THE POSSIBILITIES

Part 2


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To recap: Overview of Part 2

1. The role of research findings in teacher

development

2. A framework for teaching (listening)

strategies: theory

3. A case study from our study

4. Planning a session with trainee teachers:a focus on listening strategies


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A reminder of our findings from Phase 1

Questionnaire and interviewsteaching

effective listeningvs lack of evidence of this

happening

Observationstask-focussed work, littleprediction+verification, strategy discussion or

feedback

Textbooks: product, levels-focussed approach,lack of guidance, short texts, extraction of

information/details, lack of challenge

Possibilities of teacher growth?


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Possibilities of teacher growth ?

Indirect approaches?

Engagement with research can help teachers makedeeper sense of their work (new ways of seeing) (Borg

2010, p. 414)

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).


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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

With support, applying strategies

Evaluation of strategies Removal of support

Further evaluation and monitoring


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Intervention

Based around key findingseffective 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.

Four additional teachers viewed the filmed workshop

presentations.

Four completed all or some of the online modules

consisting of worksheets and reflection on practice

activities; one, observation and further interview.

W k h


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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 analysisamalgamation 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

Awareness raising:


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Discussion of lesson outlines

Reflect on some outlines of listening lessonswe have observed.

In pairs, read the outlines and answer:

Was listening approached as product orprocess in the lesson?

What skills/knowledge were presupposed

and/or developed? (What was neglected?)

Is there any trace of strategic work in the

lesson?

Lesson outlines

Awareness-raising: unknown words and
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prediction

Nonsense word activityLotticks and

Izzidsteachers carry out this task

themselves

Predictionreflecting on what learners

do:

Wh t i i h ?


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What is going on here?

The listening passage:

The task:

Three French departments have been hit by:

a) Strikes

b) Riots

c) Floods

d) Snow storms

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)

n ig

D i & Aft li t i


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During & After listening

The choice

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.

PAUSE FOR REFLECTION


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PAUSE FOR REFLECTION

What does this suggest to us about the potential

dangers involved in learners predicting what they

might hear?

How could we lessen these dangers?

Wh t i h ?


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Exercise from Expo 2 PB, p. 82)

Whats going on here?

Th t k


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The task

Pupils listen to the recording and work out fromthe 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


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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


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Modules

Modules took this further, leading teachers throughstages of reflection:

topic contextualised in relation to teachers survey

responses and observed classes or connected back to

either the live workshop presentations or the previousmoduleown lesson observations and questionnaire

responses included in their module version

excerpts from studies showing learners listening;

participants reflection on these

Modules


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Modules

Detailed suggestions for alternativeapproaches using same textbook

materials and invitation for participants to

try these out in their own classes

Module evaluationreflection on what

learnt, how new approaches worked with

classes, changes needed, etc.

See Appendix 3

Areas covered


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Areas covered

Module 1: Awareness raising: How learners listen andhow they can listen more effectively

Module 2: Prediction and verification

Module 3: Identifying key words

Module 4: Developing learnersunderstanding of key

sounds, how to segmentstreams of speech and to

use intonation to help them understand.

Module 5: Giving feedback on listening Module 6: Adapting existing listening materials

Findings: a case study


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Findings: a case study

Maggieshared characteristics with majority of

teachers who completed the questionnaire

Teacher in a mixed 11-19 comprehensive secondary

school; 9-15 years experience teaching French; non-

native French speaker

Selected agree strongly with the statement It is

possible to teach learners how to listen more

effectively. Just over 60% of respondents to the survey

also chose agree strongly

Data from her questionnaire, interviews, 3 observations,

module responses and evaluations

Beliefs and practice Time 1 (questionnaire)


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Beliefs and practice Time 1 (questionnaire)

What do you do and/or whatstudents do?

Why do you do this? Why isthis done?

Get them to turn to right page, find

correct exercise, write 1-10 or

whatever

To prepare for the exercise

Ask pupils to suggest what they

have to do/look at example

Get them to focus/take

responsibility for task

Point out level (NC) of exercise

and explain why so hard/easy

Familiarise pupils with the level

they're working at

Play tape twice, with pauses;

check progress

Ensure all pupils had fair chance

to complete task.

Effective listening changes (interview)


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T1: Effectively, to be able to be sure that you havegleaned as much as is humanly possible from what

youve just heard by concentrating as fully as possible

and drawing on the context, grammatical knowledge,

word before and after, what are we listening for,knowing vocabulary thats preceded it. And I think the

four things that I said to you that I do where I make sure

that theyve got the right page and the right exercise

and they know whats coming up and thats part of mypreparation to make sure that they do try and listen

effectively.



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T2: Um, to be able to glean enough from it tofeel that was a positive experience even if you

havent ticked all the boxes. To have made

progress and broadened your vocabulary. To

have gained in confidence. To accrued new

skills to how to approach it next time. That

comes up in the next section that Im going to.

Subtle changes (interview)


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Subtle changes (interview) Change in approach to textbook use: I tend to now start

with the script, the audioscript. And then see what we

can do with it. In the planning

Once youve overcome the fear of doing something a

new way and youve seen a positive result from it youre

more inclined to then try it other ways

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 soundthey 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!

New insights hard won


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New insights hard won

Maggie: Ive done 4 [modules] nowwhich makesmy brain ache. I sit there saying I cant think

this through

Interviewer: Is it the way we writeis it how we write?

Maggie: No its the hardreading the question,

reading the rubric, what is thispresupposing? But it is making me realise

the ineffectuality of some of those exercises.

Learning about the process of reflection


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Learning about the process of reflection

Time 2 future plans: I might reflect on theprocesses weve done like the prediction, like

the listening for, like the using the rubric.

Whatever the processes weve had, um, or

anticipating these problems we came up with,

how can they arm themselves and therefore be

less reliant on me to address these things when

they have another listening, I suppose.

Observed changes in practice?


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Observed changes in practice?

Time 1: Listening as being quiet:The whole point of a listening

exercise is that youre listening, not talking

T seems to feel that the task is too hard; starts spoon-feeding

the ss towards the endto guarantee success? Sense of

accomplishment?

To check, ss unscramble missing words on slide, as in a game

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?


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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 ofconcentration 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, initialchanges in thinking 'do you think I overplayed what I did

today?

Implementing these principles and

practices with beginning teachers


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practices with beginning teachers

Lotticks and Izzids as first awareness-raising

Modelling traditional approach

Trainee reflection on advantages and disadvantages of

this approach

Video clip of alternative approachpredictions clip fromESRC workshop

Reflection on the differences between the approaches

Looking at materials: how could they use them

differently?

Where could they start? What would be possible for

them?

Conclusions


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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


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Group Work: Applying the framework to workwith trainee teachers

What could be applied to your contexts? Which

aspects of what we have presented today couldyou use in your own work with beginning or in-

service 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.


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Borg, S. (2010). Teacher cognition in language teaching: A review of research on what language teachers

think, know, believe, and do. Language Teaching36, 81109.

Borg, S. (2011). The impact of in-service teacher education on language teachers beliefs. System39, 370-

380.

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

Journal25, 15-20.

Graham, S. (2004). Giving up on modern foreign languages? Students perceptions of learning French.

Modern Language Journal88 (2), 171-191.

Graham, S. (2006). Listening comprehension: The learners perspective.System34, 165-182.

Graham, S., Santos, D. and Vanderplank, R. (2008). Listening comprehension and strategy use: Alongitudinal exploration. System36, 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

t ti i f th lit t O f d R i f Ed ti 29 449 471


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