International students in English-medium lectures Enhancing listening comprehension
Mercedes Querol-Julián Universidad Internacional de La Rioja
Belinda Crawford Camiciottoli University of Pisa
XXXVI AESLA International Conference. Applied linguistics and knowledge transfer: employability, internationalization and social challenges Universidad de Cádiz (Spain) 19-21 April, 2018
The objective of our research provide novice lecturers in English-medium teaching with empirical-based conclusions about the most suitable ways to enhance L2/FL learners’ comprehension
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Two sides of the same coin
large classes
information from a range of sources in an accessible format Ls meaningful construct Lecturers attitudes & evaluation Ls critical reflection
human psychological dimension facilitates learning
[Penson, 2012]
[Lee, 2009]
[Charlton, 2006]
Penson, P. E. (2012). Lecturing: A lost art. Currents in Pharmacy Teaching and Learning, 4, 72-76. Lee, J. J. (2009). Size matters: An exploratory comparison of small- and large-class university lecture introductions. English for Specific Purposes, 28, 42-57. Charlton, B. G. (2006). Editorial: Lectures are such an effective teaching method because they exploit evolved human psychology to improve learning. Medical Hypotheses, 67, 1261-1265.
SVL Face-to-face Lectures
Synchronous Videoconferencing Lectures [Querol-Julián & ArteagaMartínez, In press]
Querol-Julián, M. & Arteaga-Martínez, B. (Forthcoming). Silence and engagement in the multimodal genre of synchronous videoconferencing lectures: the case of Didactics in Mathematics. Sancho Guinda, C. (Ed.). Engagement in Professional Genres: Deference and Disclosure. Amsterdam/ Philadelphia: John Benjamins
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L2/FL listeners challenges
#1 phonological
#6 visual
[Crawford-Camiciottoli & Querol-Julián, 2016]
#2 lexico-syntactic
#3 structural
#5 cultural
#4 pragmatic
Crawford-Camiciottoli, B. & Querol-Julián, M. (2016). Lectures. In K. Hyland & P. Shaw (Eds.). The Routledge Handbook of English for Academic Purposes (pp. 311-324). London: Routledge.
multimodal perspective
multimodal ensembles comprehensive meaning
L2/FL Ls must cope with verbal and non-verbal input that may uniquely characterize that academic subject [Crawford Camiciottoli, 2007]
Crawford Camiciottoli, B. (2007). The language of business studies lectures. A corpus assisted analysis. Amsterdam: John Benjamins.
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Insights from research [Crawford-Camiciottoli & Querol-Julián, 2016]
lecturing style
speech rate
visual aids
humour
metadiscourse
gestures
facial cues
interactive subjective dialogue of shared meaning between lecturer and learner
lecturing style
interpersonal linguistic resources [Morell, 2007]
[Morell, 2018]
clicker questions
multimodal ensembles
[Querol-Julián, Forthcoming]
Check understanding and negotiate meaning
Morell, T. (2007).What enhances EFL students’ participation in lecture discourse? Student, lecturer and discourse perspectives. Journal of English for Academic Purposes, 6, 222-237. Morell, T., Multimodal competence and effective interactive lecturing, System (2017), https://doi.org/10.1016/j.system.2017.12.006 Querol-Julián, M. (Forthcoming). The multimodal genre of synchronous videoconferencing lectures. In K. Ling, I. N. Mwinlaaru, & D. Tay (Eds.), Aspects of specialized genres: Research and applications. London: Routledge.
humour
maintain social order build rapport relieve tension model academic and professional identities (Nesi, 2012)
linguistic and cultural demands
Nesi, H. (2012). Laughter in university lectures. Journal of English for Academic Purposes, 11, 79-89.
reminders code glosses frame markers illocutionary markers
textual
metadiscourse
Lack of comprehension related to lack of discourse markers
logical connectors
certainty
emphatics
interpersonal
hedges attitude
attributors
relational markers person markers
Ls’ proficiency in English
degree of complexity of structures types of metadiscourse items
multimodal metadiscourse [Bernad-Mechó, 2018]
(Aguilar Pérez & Arnó Macià, 2002)
Aguilar Pérez, M., & Arnó Macià, E. A. (2002). Metadiscourse in lecture comprehension: Does it really help foreign language learners?. Atlantis, 7-21. Bernad-Mechó, E. (2018). A multimodal approach to metadiscourse as an organizational tool in lectures (Doctoral dissertation). Universitat Jaume I, Castelló.
speech rate
slower rates facilitate listening comprehension
slower rates (Zhao, 1997)
vs
natural speech (Derwing & Munro, 2001)
Derwing, T., & Munro, M. J. (2001). What speaking rates do non-native listeners prefer? Applied Linguistics, 22, 324-337. Zhao, Y. (1997). The effects of listeners’ control of speech rate on second language comprehension. Applied Linguistics, 18, 49-68.
(James et al, 2006)
Ts’ & Ls’ perception
emphasise key points hold audience’s attention help Ls take note
visual aids
recall information retention of information with concise slides (Savoy et al, 2009)
(Wecker, 2012)
lack of empirical evidence of the impact on listening comprehension
James, K. E., Burke, L. A. & Hutchins, H. M. (2006). Powerful or pointless? Faculty versus student perceptions of PowerPoint use in business education. Business Communication Quarterly, 69, 374-396. Savoy, A., Proctor, R.W. & Salvendy, G. (2009). Information retention from PowerPoint TM and traditional lectures. Computers & Education, 52, 858-867. Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59, 260-273.
gestures
gestures
(Sime, 2006)
Ls’ perception
cognitive, emotional and organizational functions comprehension and interaction clarify and extend verbal meaning
help comprehension misunderstanding when temporal or conceptual shift in relation to speech
(Bowen & Roth, 1998)
Sime, D. (2006). What do learners make of teachers' gestures in the language classroom? IRAL, International Review of Applied Linguistics in Language Teaching, 44, 211-230. Bowen, G. M., & Roth, W. M. (1998). Lecturing graphing: What features of lectures contribute to student difficulties in learning to interpret graphs? Research in Science Education, 28, 77-90.
gestures
+
facilitate negotiation and comprehension if no helpful, distracting for lower proficiency Ls
(Sueyoshi & Hardison, 2005)
facial cues
Sueyoshi, A. & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55, 661-699.
Recommendations to enhance listening comprehension Challenges at different levels Humour Interactive lecturing style Metadiscoursive markers Multimodal discourse
Crawford-Camiciottoli, B. & Querol-Julián, M. (2016). Lectures. In K. Hyland & P. Shaw (Eds.). The Routledge Handbook of English for Academic Purposes (pp. 311-324). London: Routledge
Mercedes Querol-Julián
[email protected]
Belinda Crawford Camiciottoli
[email protected]
You can find the presentation @ https://www.researchgate.net/profile/Mercedes_Querol-Julian
