Expectation-driven understanding in information systems lecture comprehension

Tauroza, Steve; Allison, Desmond

doi:10.1017/cbo9781139524612.006

Cited by 12 publications

(10 citation statements)

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“…This observation is supported by a larger, multilingual study (Tauroza and Allison, 1994). However, it would seem rash to expose our students exclusively to one argumentative structure.…”

Section: Descriptions Of Academic Lecturessupporting

confidence: 63%

The real thing?: authenticity and academic listening

MacDonald¹,

Badger²,

White³

2000

English for Specific Purposes

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In this paper we explore the usefulness of the criterion of authenticity for the selection and evaluation of EAP materials. These materials were specialised listening texts used on a first year undergraduate programme at a UK university. Using a student questionnaire and techniques of discourse analysis based on Halliday's concepts of field, tenor and mode, we investigated the levels of difficulty and relevance of materials using four media: published audio tapes, audio recordings of a live lecture, video materials and a short, simulated lecture by the teacher. We found that the texts which related to the students' experience and permitted learner interaction appeared to have more potential for language learning than those which merely replicated the discourse of the target situation.

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“…This observation is supported by a larger, multilingual study (Tauroza and Allison, 1994). However, it would seem rash to expose our students exclusively to one argumentative structure.…”

Section: Descriptions Of Academic Lecturessupporting

confidence: 63%

The real thing?: authenticity and academic listening

MacDonald¹,

Badger²,

White³

2000

English for Specific Purposes

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“…Spack (1988) summarizes the debate well: Do we provide students with a broad background in academic skills, focusing on the humanities/social sciences topics and tasks traditionally emphasized in composition classes, or do we strive for authenticity by having students listen, read, speak, and write in the specific academic disciplines/genres for which they are preparing? Spack concludes that the former approach is necessary and appropriate, but the debate continues today (e.g., Dudley-Evans, 1995;Johns, 1981bJohns, , 1988Johns, , 1992Johns, , 1995Ramanathan & Kaplan, in press;Tauroza & Allison, 1995;Young, 1995).…”

Section: Prior Eap Survey Researchmentioning

confidence: 99%

Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications

1996

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Survey research on academic skills that ESL students need to function effectively at English-speaking universities has, for the most part, focused extensively on reading and writing skills. Complementary research on subject-matter instructors' perceptions of linguistic/ academic problems of ESL students has similarly emphasized literacy tasks. The present study therefore investigates college/university professors' views on ESL students' difficulties with listening/speaking tasks.Content-area instructors at four different institutions and in a variety of academic disciplines responded to questions and provided comments about their ESL students' aural/oral skills. Respondents felt that their ESL students have great difficulty with class participation, asking and responding to questions, and general listening comprehension (as opposed to lecture comprehension). They also suggested strongly that ESL instructors strive for authenticity in their EAP activities, specifically that they give students opportunities to practice listening to real lectures by a variety of speakers, interact with native speakers, and cope with genre-specific vocabulary, reading materials, and writing tasks.

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“…Over the last decades some studies have been conducted on these aspects. For example some researchers have examined the effects of discourse structures on academic listening (e.g., Dudley-Evans, 1994;Olsen & Huckin, 1990;Tauroza & Allison, 1994;Young, 1994). In the domain of speech rate, some of researchers (e.g., Griffiths 1990;Zhao 1997) have investigated the impacts of speech rate on the comprehension of speech in the academic context.…”

Section: Academic Listening Vs Conversational Listeningmentioning

confidence: 99%

A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran

Babaee

2017

IJELS

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The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data, five listening lecturers from these two universities were invited to participate in the study. Topics investigated through the interviews included; the importance and objectives of English as a Foreign Language (EFL) listening in university study, the nature of listening in academic English programs, quantity and type of listening prescribed on courses, the integration of listening with other skills, and the evolution of changes in students' listening requirements and practices. The analysis of the interviews revealed the two types of the courses; academic English-oriented courses and general English-oriented courses, each of them having their own perspectives regarding the various aspects of the listening. Regarding the changes in students' practices, two types of transformations were found; transformation of the processes from bottom-up to top-down and transformation of the materials from textbook-oriented to more internet-oriented perspectives. The findings of the present study suggest some practical implications for the EFL students and teachers. In this regard, students need to equip and accustom themselves with more interpretive skills of listening and internetoriented materials in their classes. Teachers are also required to balance between different types of skills and course materials in their classes according to their students' needs.· recognize irrelevant matters: jokes, digressions, meanderings · recognize function of nonverbal clues as markers of emphasis and attitude and understand knowledge of classroom conventions · recognize instructional/learner tasks (warnings, suggestions, recommendations, advice, and instructions).

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Expectation-driven understanding in information systems lecture comprehension

Cited by 12 publications

References 0 publications

The real thing?: authenticity and academic listening

The real thing?: authenticity and academic listening

Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications

A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran

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