Using ict & focus on form in listening
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Using ict & focus on form in listening

on

  • 879 views

National ICT Sharing Session 2011

National ICT Sharing Session 2011
Bukit Panjang Government High School (BPGHS)

Statistics

Views

Total Views
879
Views on SlideShare
879
Embed Views
0

Actions

Likes
0
Downloads
11
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Using ict & focus on form in listening Presentation Transcript

  • 1. USING ICT & FOCUS ON FORM IN LISTENING AND ORAL TASKS Presented to you from the English Department from Bukit Panjang Government High School Ms. Elaine Teoh Mr Tissa Tan National ICT Sharing Session 2011
  • 2. Overview
    • Challenges for oracy within local context
    • Language Acquisition Theories
    • Pedagogy drawn from Language Acquisition Theories
    • Action Research
    • Recommendations & Implications
    1 2 3 4 5 National ICT Sharing Session 2011
  • 3. 1. Challenges for oracy within local context
    • Challenges for Oracy within Local Context
    • Strong GCE exam-focus
    • Listening and speaking skills given less attention
    • Singlish has become fossilised
    • Traditional approaches to listening tasks dwell on testing listening ability so learners experience great anxiety
    1 2 3 4 5 National ICT Sharing Session 2011
  • 4. 2. Language Acquisition Theories
    • Comprehensible Input & Listening Strategies
    • Focus on Form
    • Socio-cultural Theory & ICT
    1 2 3 1 2 3 4 5 National ICT Sharing Session 2011
  • 5. 2.1 Comprehensible Input & Listening Strategies
    • Importance of exposure to sufficient comprehensible input - Krashen’s input hypotheses (1982)
    • Listening is crucial - adults spend 45% of communication time listening
    • Listening challenge - “auditory message stays in our memory for 1 second. Message is decoded, kept in short term memory for 15 seconds” - Flowerdew (2005)
    • New approaches focus on the teaching of listening strategies in order to handle the demands of the listening process - Goh (2008)
    1 2 3 National ICT Sharing Session 2011
  • 6. 2.1 Comprehensible Input & Listening Strategies
    • What are these strategies ?
    • O’Malley & Chamot (1990)
    • Metacognitive strategies (eg. monitoring and evaluating the process)
    • Cognitive strategies apply directly to decoding the language or message (eg. inferencing meaning through tone)
    • Socio-effective strategies are directed towards interaction for learning (eg seeking clarification)
    1 2 3 National ICT Sharing Session 2011
  • 7. 2.2 Focus on Form
    • Top down listening model explains that listeners compensate for problems in understanding micro-level elements (eg sound discrimination) Flowerdew (2005)
    • Result - fossilised errors do not get noticed and corrected
    • Noticing of linguistic features or ‘Focus on Form’ is necessary for language learning - Schmidt (1990)
    1 2 3 National ICT Sharing Session 2011
  • 8. 2.3 Socio-cultural Theory & ICT
    • Socio-cultural theory of language learning
    • Triadic interaction (i.e. teacher, learner, peers) contributes to language learning - Vygotsky (1978)
    • Lessons using computers enhance triadic conversation
    • online environment is rich dynamic authentic
    • Computers are not judgmental, authoritarian or teacher-like
    1 2 3 National ICT Sharing Session 2011
  • 9. 2.3 Socio-cultural Theory & ICT
    • Affordances (learning opportunities) of ICT
    • Podcasts are audio or music videos distributed over the internet
    • RSS subscription to a regularly produced podcast for playback at any time, anywhere
    • Provide continual ever changing, rich and authentic language input
    • Provide many standard varieties of English
    • WIKIs allow storage of resources for independent learning
    • Display Wikis showcase student work and also for peer evaluation
    1 2 3 National ICT Sharing Session 2011
  • 10. 2.3 Socio-cultural Theory & ICT
    • Problems facing ICT lessons
    • Lack of familiarity with software
    • Overload of information
    • Seating arrangements, huge class size, computer screens are hidden from teacher, toggling of multi- screen
    • Immature students become distracted in a language lesson using computers - Nunan (2004)
    1 2 3 National ICT Sharing Session 2011
  • 11. 3. Pedagogy drawn from Language Acquisition Theories
    • Stages of pre-listening, listening to post-listening
    • Teaching of meta-cognitive listening strategies
    • Teachers model strategy use (eg. Thinking aloud, planning, monitoring listening and verifying guesses)
    • Checklists for independent learning
    • Checklists for peer evaluation
    • Focus on form for fossilised features of Singlish that impede comprehensibility
    • Oral drills to practice specific features
    1 2 3 4 5 National ICT Sharing Session 2011
  • 12. 3. Pedagogy drawn from Language Acquisition Theories
    • Authentic listening input - exposure to a range of standard varieties of English
    • Rich resources: online podcasts, school Radioshow website, individual teachers’ wikis
    • ‘ Listening buddies’
    • Contextualised oracy tasks
    • Teacher facilitation is decisive in promoting quality triadic dialogue
    • Scaffolding - “reducing the size of the task to suit the child, drawing attention to salient features, modelling strategies” - Meskill (2005)
    1 2 3 4 5 National ICT Sharing Session 2011
  • 13. 4. Action Research
    • Lesson Aims and Design
    • Lesson Design
    • Discussion of Findings
    1 2 3 1 2 3 4 5 National ICT Sharing Session 2011
  • 14. 4.1 Lesson Aims & Design
    • Project lessons (involving four classes from Secondary 1NA, 3NT to 3E and teachers) were conducted in Term 2, covering about 3 to 5 lessons
    • Lesson goals were to target and teach specific aspects of pronunciation for improvement through the use of listening and oral lessons using ICT
    • The success of the lessons was mainly evaluated through the students’ reflection on learning and in one case, with an oral post-test
    1 2 3 National ICT Sharing Session 2011
  • 15. 4.2 Lesson Design 1 2 3
    • Stages of pre-listening, listening to post-listening
    • Teaching of meta-cognitive listening strategies
    • Teachers model strategy use (eg. Thinking aloud, planning, monitoring listening and verifying guesses)
    • Checklists for independent learning
    • Checklists for peer evaluation
    • Focus on form for fossilised features of Singlish that impede comprehensibility
    • Oral drills to practice specific features
    National ICT Sharing Session 2011
  • 16. 4.2 Lesson Design
    • Checklist (Listening Log) of these strategies allow students to develop the personal autonomy to do self and peer evaluation
    • ‘ Listening buddies’ and listening diaries
    • Contextualized listening and oral tasks
    • Furthermore, a resource of authentic extended listening tasks also compensated for the few school hours
    1 2 3 National ICT Sharing Session 2011
  • 17. 4.2 Lesson Design 1 2 3
    • Authentic listening input - exposure to a range of standard varieties of English
    • Rich resources: online podcasts, school Radioshow website, individual teachers’ wikis
    • ‘ Listening buddies’
    • Contextualised oracy tasks
    • Teacher facilitation is decisive in promoting quality triadic dialogue
    • Scaffolding - “reducing the size of the task to suit the child, drawing attention to salient features, modelling strategies” - Meskill (2005)
    National ICT Sharing Session 2011
  • 18. 4.3 Discussion of Findings
    • Some success in improving oracy
    • Students were more motivated to pronounce words accurately
    • Success rate was higher for Express stream students.
    • Listening logs helped students reflect on learning
      • Students could pick up on different aspects of pronunciation for improvement
    • ICT lessons served to fully engage the students
    1 2 3 National ICT Sharing Session 2011
  • 19. 4.3 Discussion of Findings
    • Listening Log was re-designed to be open-ended rather than as a checklist so as to encourage real reflection
    • External motivation through tangible rewards (eg marks for CA) had to be provided
    • Enhance students’ attitudes
    • Served to fully engage the students
    1 2 3 National ICT Sharing Session 2011
  • 20.
    • Project to be given a longer time frame so that students can develop metacognitive strategies and oracy
    • Teaching of strategies is useful
    • Focus on form is needed
    • Authentic and independent collaborative oracy tasks are useful (eg. Podcast competitions)
    • Checklists or logs used should be modified to suit the aptitudes of learners
    5. Recommendations & Implications 1 2 3 4 5 National ICT Sharing Session 2011
  • 21.
    • Teacher needs support for oracy resources (eg. a set of specific fossilised features of Singlish and drills)
    • Parents need to help supervise the extended (home) listening tasks
    • Motivation is important (eg. by assigning CA grades for student podcasts)
    5. Recommendations & Implications 1 2 3 4 5 National ICT Sharing Session 2011
  • 22. http://bpghsel.glogster.com/welcome/
    • BPGHS Radioshow Podcast Project Site
    http:// bpghsel.glogster.com/teachersharing / BPGHS Radioshow Teachers’ Resource Site National ICT Sharing Session 2011
  • 23. Overview
    • Challenges for oracy within local context
    • Language Acquisition Theories
    • Pedagogy drawn from Language Acquisition Theories
    • Action Research
    • Recommendations & Implications
    1 2 3 4 5 National ICT Sharing Session 2011
  • 24. Question and Answer
    •  Thank You 
    National ICT Sharing Session 2011