Blended Instruction and Integrating Language Skills in Listening. Aoyama Gakuin University, English Department Joseph Dias, Gregory Strong Rachael Barat, Kazuko Namba Tokai University, Foreign Language Center Keita Kikuchi. Overview of the IEP Reports on the IE Listening Course
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Aoyama Gakuin University, English Department
Joseph Dias, Gregory Strong
Rachael Barat, Kazuko Namba
Tokai University, Foreign Language Center
IE I Themes: Listening
Childhood, Urban Life
Food and Health
IE LISTENING TASKS
IE CORE TASKS
IE WRITING TASKS (Paragraphs)
use of examples,
IE PROGRAM EVALUATION Listening Cummings (1999) conducted a program evaluation through discussion with teachers, and course writers, and class observations.
Weaknesses in the IE Listening course:
• the pre-test and post-test activities were under-
utilized by teachers
• the multiple choice format made each lesson
more like a test
Kikuchi (2001) conducted a needs analysis of the IE Listening course by interviewing 15 students, 9 teachers, and the 2 IEP coordinators and administering two versions of a questionnaire (open-ended and close-response) administered to 585 students and 9 teachers.
Same kinds of questionnaires were administered in 2006
(325 students for open-ended and 260 for close-response).
Let’s look at some of the data obtained next!
TYPICAL LISTENING MATERIALS 2001- 2008 tasks, (2) problems, (3) priorities, (4) abilities, (5) problems, (6) attitudes, (7) solutions.
Documentaries, films, TV dramas, pop songs:
Pre-Listening: vocabulary lists, questions
While Listening: multiple choice, matching, T/F, guessing idioms, ordering sequences of events, evaluating scenes
Post-Listening: questions, writing
Focus Groups and Classroom Observations: tasks, (2) problems, (3) priorities, (4) abilities, (5) problems, (6) attitudes, (7) solutions.
Dias and Kikuchi (2006 & 2008)
• students were very passive in class; sometimes bored
• little improvement over the semester
• listening material seemed outdated
• teachers often omitted pre and post listening tasks
• very limited opportunities for self-access
• students sought more opportunities for conversation
• many students could not remember anything about the
course one year after completing it
Why stop there?
A system which allows teachers to easily produce new materials based on original and existing public domain content.
Materials going out-of-date due to the arduousness of listening material production.
solves the problem of…
Purposeful classroom activities and real world tasks based on short bits of listening material.
Boredom and the perception that time is wasted or not well utilized.
An evaluation system that rewards hard work and autonomy by better monitoring the use of self-access materials.
The perception that the evaluation system favors students who had good listening comprehension skills at the outset.
solves the problem of…
Greater differentiation of the 3 skill levels in terms of the difficulty of the content, task and cognitive complexity, as well as the outputs required.
The various levels of IE Listening becoming a blur in the minds of students and insufficient challenges for the higher level students.
Is that all? tasks, (2) problems, (3) priorities, (4) abilities, (5) problems, (6) attitudes, (7) solutions.
NO! There’s more.
If class time is to be used in a constructive way, the role of teachers needs to be better defined.
Students wondering why the teacher exists.
solves the problem of…
Listening content needs to be closer to the interests of students and in line with their learning goals.
The perception that the materials are not varied enough and do not “connect” with them.
Another major change… tasks, (2) problems, (3) priorities, (4) abilities, (5) problems, (6) attitudes, (7) solutions.
18 of 28 IE Listening classes have enrollments of 40+ students. We wanted to divide large classes in half; students alternating between a week of self-access activities, and a week of teacher-orchestrated, task-based instruction.
solves the problem of…
Classes being too large for meaningful, teacher-monitored pair and group work to be carried out.
Some of our better, more popular listening materials that do not appear too dated.
Holding the classes in computer labs.
The themes, which help us to organize content and allow us to recycle vocabulary items and concepts in the 3 IE courses.What did we hope to keep?
IE Active Listening
What's in a name? That which we call a rose
By any other name would smell as sweet
Summit TV: not appear too dated.
in-class listening instruction based on news documentaries
INTERACTION on Relationships: not appear too dated.
Choose one of the topics at <http://www.videojug.com/>.
ie. How to be the Perfect Girlfriend/Boyfriend
How to Chat Someone up on the Train, Bus, or Tube
How to Make People Listen to You
How to Feel Better About Your Body
How to Write a Love Letter
(You may pick alternates on the theme of relationships, provided they are appropriate for class and your teacher approves them.)
Prepare 5 Pre-listening Questions
• Based on the video, make 5 True/False questions for your partners
• Teach 5 vocabulary words, idioms or expressions used in the video.
• Offer your partners several statements from the video and ask
them to explain why they would agree or disagree with them
• Prepare 5 Post-listening Questions
Interactions in a large class not appear too dated.
Presenters are Moving
Batman Begins not appear too dated.. Url: http://matttrailer.com/batman_begins_2005.I. Pre-Listening QuestionsThis is the 5th Batman movie. What were the names of the others? Many actors have played the role of Batman. Which of the following actors has never played Batman? (a) Tom Cruise (b) Matt Damon (c) Tom Hanks (d) Michael KeatonWhen was the first Batman movie?How much was the budget to make Batman Begins?
II. Five Vocabulary Words or phrases. not appear too dated.criminal – a thief, or bad personwill – the determination to do something“journey inwards” – the journey of the mind“no turning back” – no chance to change or stop the process“more than a man” – Batman will become a super hero
III. Order the following sentences correctly as on the movie trailer.
Criminal: Where are you?
Henri: Your parents' death was not your fault.
Henri: The is nothing! But will is everything!
Henri: If you make yourself more than just a man. You become something else entirely. Are you ready to ?
PRESENTATION on the Environment: not appear too dated.
With your group, choose an environmental problem from one of the following websites:
1) Ecologist, a British ecological magazine
Green Channel which is part of Discovery Network, has videos on ecological themes and recently posted an item about the world’s greenest homes.
2) Greenpeace International website
3) National Geographic has videos as well
4) 101 East is a program about Asia, including environmental problems. http://english.aljazeera.net/programmes/101east/
Summarize the problem and present it to the class using powerpoint slides. Each member of your group should prepare and present at least 3 minutes of the total time. You should present it like an “environmental brief” so the problem is stated clearly and the action needed to solve the problem. There should also be a class vote.