Applying Second Language Research to Classroom Teaching
Publication Year: 2013
Published by: University of Michigan Press
Download PDF (61.0 KB)
Title Page, Copyright
Download PDF (47.7 KB)
Download PDF (85.7 KB)
USA, is the antithesis of all those English departments depicted in aca-demic novels; it is sane, supportive and focused on students. Thanks tochair Gary Salvner for his support of my scholarship over the years.Many of the ideas in this book were tried out at presentations atthe JALT conference in 2006 and at several venues in Taiwan in spring...
Download PDF (46.1 KB)
Download PDF (92.3 KB)
Reading through the listening research, I was struck time and again byresearchers often say that sort of thing to boost the importance of theirown contribution. However, the fact that listening is under-researchedis partially true in the sense that listening research, and practice, hastended to get stuck in grooves, in which hot topics like schema and...
Myth 1- Listening is the same as reading.
Download PDF (168.0 KB)
I took my first foreign language class, Spanish, in seventh grade. It was the 1960s in California and, though I certainly didn’t know it then, audiolingualism was the methodology of choice. I remember memorizing dialogues; for years, I could remember isolated snatches of them. I remember reading about culture and seeing Mexican textiles on the walls. ...
Myth 2- Listening is passive.
Download PDF (158.1 KB)
Fast forward ten years. I left Japan and took the Trans-Siberian railroad from Beijing to Moscow and went on to spend some time in Europe. While in Vienna, I went to the national art museum, where I decided to buy some post cards. As travelers do, I added up the purchase in my head to make sure I was giving the clerk a reasonable amount. ...
Myth 3- Listening equals comprehension.
Download PDF (191.1 KB)
One of the many joys of working for the University of Pittsburgh English Language Institute was working with new teachers. There was a strong classroom observation program in place, and we supervisors would visit classes several times a semester. I was the supervisor of speaking classes at the time and was sitting at the back of a basement classroom ...
Myth 4- Because L1 listening ability is effortlessly acquired, L2 listening ability is, too.
Download PDF (186.8 KB)
My Vienna story in Myth 2 showed that sometimes you don’t need tounderstand much of a transaction in order to participate effectively. Inmy case, I literally understood nothing and still got what I wanted. ning learner often is in. What many beginners do is grab a piece of aconversation and run with it. You can make yourself seem quite com-...
Myth 5- Listening means listening to conversations.
Download PDF (167.6 KB)
The old language learner joke goes, “I knew my half of the dialogue, but the French guy didn’t.” Teachers and students seem to love dialogues. They certainly are easy to teach, and to “learn”: listen, repeat, work with a partner. Then there’s the real world. The French guy doesn’t know the other half. But dialogues, or pieces of them, can be useful. ...
Myth 6- Listening is an individual, inside-the-head process.
Download PDF (187.8 KB)
Much of listening research has been psycholinguistic in nature. It has focused on what goes on inside the heads of individual listeners. Of course, it is very difficult to get at what people are “really” doing, so we as teachers are ultimately making inferences based on observed behavior. Because a certain percentage of the class gets an answer correct, we assume they understood. ...
Myth 7- Students should listen only to authentic materials.
Download PDF (158.4 KB)
I was listening to the Grateful Dead’s American Beauty one day afterworking on this book (I do listen to new music, too, but sometimes abeautiful Great Lakes spring afternoon requires perspective). My brainhadn’t shut down the “listening research” network yet, so I, muchagainst my will, experienced sporadic connections between the songs...
Myth 8- Listening can’t be taught.
Download PDF (153.3 KB)
This story is from my friend Dorolyn Smith (she of the health/home story in Myth 2): The new car I bought a year ago came with a free trial of satellite radio. Flipping through the stations, I discovered Radio Quoi de Neuf, a French Canadian news station. ...
Download PDF (68.9 KB)
I’ve given a lot of presentations to teachers, and I think I’m always care-ful to spell out the implications of the research I talk about. But notinfrequently on feedback forms or in face-to-face conversations after,teachers want to know what it means for their classroom, and pointingout that I teach in my classroom, not their classroom, does not seem to...
Download PDF (116.4 KB)
Download PDF (71.9 KB)
Download PDF (52.3 KB)
Page Count: 208
Publication Year: 2013