The development and evaluation of listening/note-taking materials for ESL student
Qureshi, Margaret
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Permalink
https://hdl.handle.net/2142/125917
Description
Title
The development and evaluation of listening/note-taking materials for ESL student
Author(s)
Qureshi, Margaret
Issue Date
1986
Director of Research (if dissertation) or Advisor (if thesis)
Bachman, Lyle F.
Goodman, Pearl
Omaggio, Alice
Department of Study
Linguistics
Discipline
Teaching English as a Second Language
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Teaching English as Second Language
Listening/note-taking skills
English for Academic Purposes
Teaching methods
Materials
Language
eng
Abstract
Although instruction in listening/note-taking skills is a significant component of English for Academic Purposes, teaching methods and materials have received little critical attention. As a result, some of the most common exercise types seem to interfere with listening comprehension rather than improve it and reinforce note-taking strategies which are counterproductive. The purpose of this project, therefore, is to develop an effective means of teaching listening/note-taking skills. First, in order to achieve this goal, theoretical work which explains the processes involved in listening and note-taking is presented. One finding of this research indicates that although note-taking serves two beneficial functions, encoding and storage, it can also inhibit comprehension when the listener's memory capacity is taxed. The implications of this research are then discussed with respect to instructional methods. Methods are suggested which reduce the competition between listening and note-taking activities. Segmented listening activities, for example, reduce the information-processing burden, and can be used to bridge the gap between global listening and parallel listening/note-taking. Finally, this research is applied to the development and evaluation of integrated materials based on video-taped lectures. The formative evaluation (which involved a pre-test/post-test situation, teacher- and student-generated feedback on rating scales and classroom observation) indicates that these materials are effective and thereby supports the validity of the concerns outlined in the literature review.
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