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brain stroming ideas on listening strategy

Yukie Saito's picture
Submitted by Yukie Saito on Mon, 07/30/2007 - 7:44pm.

Here I posed my tentative ideas on our plan.

The goals and the objectives: to improve Japanese high school students' listening comprehenion

The target students are high school students

The length of lessons : three months (once a week lesson and in total about 12lessons)

For listening comprehension: grammatical features (content words vs. function words), discourse and pragmatic features ( adjacency pairs, discourse markers), phonetic and phonological features (assimilation, reduction, elision) and muliti modal features( recongnize a text with picutres) may need to be integrated. Based on these features, several activties can be created.

The evaluation: Center Test can be used for pre-test and post-test to evaluate their improvement of their listening.

As for the evaluation, I would like our stduents to think what their weekpoints are and what aspect they want to improve after the pre-test. In a way, I would like them to consider their weakness on their own and to set their own goals. Through this way, they can take lessons autonomously.

Yukie

AttachmentSize
web map for listening strategy.doc24.5 KB
Tentative Web Map of YYS Listening Boot Camp project.doc37.5 KB
‹ Useful websites for our curriculum YYS Listeing Boot Camp/ Lesson Plan 2-1 ›
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Yukie Saito's picture

Rationale

Submitted by Yukie Saito on Fri, 08/10/2007 - 1:13am.
Hi, I added "rationale part" in Project Page. Please let me know if there are something I should add or revise. Thank you. Yukie
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Kaeko Nagasawa's picture

Affective factor 2

Submitted by Kaeko Nagasawa on Thu, 08/02/2007 - 6:50pm.
Hello, Thank you for your comment. I failed to post twice. This is for the third time. Anyway, I understand your points. I think grammatical feature including phonotics phonology and discourse feature are knowledge students should to know. I mentioned skills like summarizing, shadowing, note-taking or mapping are skills students should acquire. So I consider these are different aspects. Also fun activities like watching movies, siging songs or chants are activities students should get rid of stress toward listening. My idea is YYS Listening Boot Camp consists of 3 main elements; 1. knowledge ( grammartical including phonetics & phonology, lexicon), 2, skill( summarizing, shadoing, note-taking or mapping) 3. activity ( watching movies, singing songs or chants). What do you think? YUKO
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Yukie Saito's picture

Tentative web map for our project

Submitted by Yukie Saito on Thu, 08/02/2007 - 9:58pm.

Hello Yuko, again. I attached a tentative web map, which is based on what we discussed so far,  in the first section titled "brainstorming ideas...." . Please let me know if there is something we should add and revise. Thank you. Yukie

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Yukie Saito's picture

knowledge, skills and activities

Submitted by Yukie Saito on Thu, 08/02/2007 - 7:53pm.
Thank you for your reply and organizing our ideas nicely. I think we can start working on our project based on the 3 pillars you mentioned. I would like to add discouse knowledge such as adjacency pairs n the knowledge part, because  I think this is one of the most important knowledge for listening.    Yukie
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Kaeko Nagasawa's picture

3 pillars

Submitted by Kaeko Nagasawa on Fri, 08/03/2007 - 1:23am.
Hello, Yukie, You organized YYS BOOT Camp perfectly. I was planning to draw the map you did. Thank you for drawing a map so nicely. Yes, accoriding to this basic idea, we'd like to discuss it more precicely. In terms of scope and sequence, we've already planned it briefly, so we will talk about it in detail. Tommorow I will bring resources. YUKO
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Kaeko Nagasawa's picture

Brainstorming

Submitted by Kaeko Nagasawa on Tue, 07/31/2007 - 10:14pm.
I totall agree with Yukie's proposal. Just I'd liket to add some in the listening comprehension. We are designing strategy for listening comprehenson. In addition to these features, listening competence such as summarization, shadowing, reproduction, note-taking or mapping. Also lexicon is required for liestening. Where can I put it in the category? Plus in pshycological aspect, I want add a category of getting rid of stress or fear toward listening. So I suggest some fun activitis like chants and songs or showing movies. I just popped up the ideas. YUKO
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Yukie Saito's picture

affective factor

Submitted by Yukie Saito on Wed, 08/01/2007 - 6:53am.

Thank you for your reply. Yes, I totally agree with you and we should take affective factors into consideration. As you mentined it, to adopt some fun activities like wathing movies can be one way to reduce their stress in listening. I also think that a lof of vocabulary is needed for better listening comprehension. There is one thing I have been wondering. That is whether we should focus on listening strategies and skills like summarization, shadwoing, note-taking or mapping in this curriculum and we do not have to consider grammatical ( including phonetic and phonological ) competece and discourse cometence so much. What do you think?  Yukie

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Midori's picture

Grammatical competence

Submitted by Midori on Fri, 08/03/2007 - 6:05am.
Finally, I'm back! I was checking the listening section of Center test last year.(I'll bring it tomorrow) As for grammatical competence, sound related rules are useful, but they are read in rather slow speed, and pronunciation is very clear, so I think we don't have to teach difficult sound rules, such as word-linking. Rather it might be good to teach word stress or senctece rhythm, and so on. As for shadowing, I'm thinking of putting a few ideas into practice. One of them is to have students shadow a short story once or twice and then have them paraphraze working in pairs. See you tomorrow!
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