Elvis Wagner investigated the use of video texts in testing the listening of ESL students within the experiment exhibited in his article, “The effect of the use of video texts on ESL listening test-taker performance.” While the article itself was based heavily around the experiment conducted to test the effectiveness of video texts in testing listening, Wagner posed very interesting questions which he hoped his findings would portray. Wagner’s first question was the most interesting and asked,
“1. To what extent does the use of video texts on an ESL listening test affect test-taker performance on that test? Do those test-takers in the video condition score higher or lower than the test-takers in the audio-only condition?” (498);
this question addresses the usefulness of testing listening with video texts while comparing its effectiveness to the control of audio-only. Studying the effects of video texts in listening test taking situations could help English language learners to better comprehend their test and ultimately improve their English skills, depending on the final data analysis.
To better understand the constructs behind Wagner’s study, it becomes necessary to investigate the background in studies used to assess the use of video texts in listening testing. Wagner provides many conflicting studies and data in the background section to show that one way of presenting the testing has not been proven better over the other. By sharing that Kellerman’s (1992) observation that “The use of video texts allows listeners to view kinesic behavior of speakers” (494); Wagner not only provides one side of the listening in testing argument, but also aids his readers in establishing why his experiment was necessary. A view tha...
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...texts in testing listening for English language learners, but further study is required before test formats are changed. Wagner makes sure to include that there are different forms of listening that we are trying to teach English language learners and the ways we test them should branch from those goals. For example, if we are trying to teach students how to listen to a radio broadcast, providing a video to teach that skill would not be as beneficial as an audio-only test, the inverse is true for teaching face-to-face communication and listening. While Wagner’s study showed that “the use of video texts on a test of L2 listening ability led to increased group test performance” (509), this study only focused on group results instead of individual. There is so much more that can be done to investigate the use of video texts, Wagner is just scratching the surface.
“Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes.
Auditory learners are students that learn by being read to, so that they can get the information in their ears. They understand it better that way, they can’t understand it through their eyes. This is the importance of books being put on tape. One perspective that I learned from watching this video about students with learning disabilities is that it is very important to get to know your students, so that you can learn the best way to teach them what they need to know.
Using varied teaching strategies for beginning English language learners, including the use of cartoons, pictures, graphic organizers, drawing, pictures, videos, and other visual representations may increase language acquisition process among students. As a result, if the use of visual representations is a valid approach, then students should perform better on both oral and written forms.
At the end of the E-Book, the teacher asked who the characters were, what the setting was, and what the plot in the story was. Peter raised his hand to participate and answer the questions. This demonstrated Peter’s comprehension skills and showed how he was paying attention to the story. On March 3rd for phonics, Peter sat on the rug quietly when asked by the teacher demonstrating he can listen and follow directions. All students, including Peter repeated their “I can” statements. “I can” statements are an adjusted version of the objective for students. The “I can” statement for phonics today was “I can tell different sounds in words.” Peter listened to the teacher state the “I can” statement once, then repeated it. Also at the end of reading groups this day, Peter was given a task to put the reading books in the white bin. Peter followed directions again demonstrating quality listening
MacPherson, K. (2005). Audio books can be a great learning tool [Electronic version]. Pittsburgh Post-Gazette, Retrieved February 12, 2008, from http://www.post-gazette.com/pg/05318/606016-75.stm
BBC Broadcast. (2005). Study examines how television can be improved for deaf children. Retrieved May 2, 2005, from http://www.4rfv.co.uk/industrynews.asp?ID=40028
In bilingual classrooms across America, teachers use whiteboards, LCD projectors and the internet to engage learners. Educational videos, such as those on the Discovery Education website, are a great way to reinforce or supplement curriculum when concepts seem to fall short. It is easier for English language learners to understand literary concepts, for instance character, plot and setting, by viewing a Charlie Chaplin video than by struggling through a more complex textbook where up to 75 percent of the vocabulary could be new to the student. Additionally, watching a video requires the teacher to pause several times for discussion and note taking.
At the beginning of the semester our class was introduced to a new term, listenability. The level of listenability is at the mercy of the speaker, not of the audience. During our semester, we were taught to harness the listenability keys of strategy, structure, support, and style in order to achieve a high level of listenability. Examples of listenability include when a speaker engages the audience by asking questions, using narratives or stories that people can relate to, and has stimulating visual support and content. These are only a couple of keys used to create a listener centered speech.
One can notice by reading, listening, among other possibilities. In this paper, I am going to focus on a way of noticing through captions with videos to show that captions are useful for vocabulary acquisition (Winke et al., 2010 & 2013). Then I will show it is not just the captions that lead to vocabulary learning but when combined with the content familiarity of the videos been watched, there is a vocabulary acquisition as well (Winke et al., 2010 & 2013). My next article (Perez et al., 2014) will show that noticing (captions) does not just lead to all vocabulary acquisition but especially to incidental vocabulary acquisition. However, Yang, 2011 claimed that incidental vocabulary is not enough but noticing of self-errors leads to higher vocabulary acquisition. Finally, I will show that noticing through captions does not just lead to vocabulary acquisition but also to grammar acquisition (Mohammed,
Many people interact verbally as well as nonverbally. However, two major roles are present when verbally communicating. In order to effectively communicate, one must know how to speak adequately as well as listen efficiently. Listening is the main focus since according to the textbook, the average person spends more time listening than anything else. Listening is described as the “process of selecting, attending to, creating meaning from, remembering, and responding to verbal and nonverbal messages.” Though listening is such an effective part of communicating, it a skill that can greatly be improved in my
Those not thoroughly educated in communication tend to confuse the terms “hearing” and “listening.” Although they appear to mean the same thing, utilize the same body part, and are both required for functional communication, there is a great difference between these two actions. Hearing involves the perception of sound using the ears, while listening is based upon giving attention to the sound being perceived. Additionally, because these concepts are different, there are also several different ways of improving hearing and listening. Thus, there are several differences between these two concepts, and it is important to signify these differences in order to practice effective communication.
Bostrom, Robert N., Enid S. Waldhart. “Memory Models and the Measurement of Listening.” Communication Education. 1998: 1-13.
Marshall, Lisa. " How to Improve Listening Skills." QuickandDirtyTips.com. N.p., 24 Aug 2012. Web. 2 Dec 2013.
Listening is an important skill to develop in the language learners because they need it to obtain information, to learn and to communicate, etc. However, learning listening is the most difficult skill for English learners, especially non-major students. In fact, some major students or some non-major students even have been studying English for a long time but they cannot over the hindrance of listening part in the test. The questions why students found learning listening is difficult and what problems they can meet when they listen to English. Underwood (1989 cited by Chen, 2005) gave some problems were:
Zhang and Tan (2010) explored the relationship between the application of listening strategies and listening effects or profermance in standard dictation for English majors. The outcome showed that systemic, successful training on listening strategies would facilitate the improvement in listening performance.