Listening comprehension (Part I)

Dirven, René; Oakeshott-Taylor, John

doi:10.1017/s026144480001082x

Cited by 33 publications

(11 citation statements)

References 48 publications

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“…Si les contextes situationnel et discursif sont connus, le processus descendant est privilégié. Lorsque l'intrant est partiel, déficient au niveau acoustique par exemple, le récepteur peut pallier cette situation grâce à ses connaissances linguistiques ou à ses connaissances antérieures (connaissance du monde) (Dirven et Oakeshott-Taylor, 1984;Elman & Mc Clelland, 1984). Le débit joue un rôle important au niveau de la qualité acoustique de l'intrant, la vitesse étant en relation directe avec la déficience acoustique (Dirven et Oakeshott-Taylor, 1984;Kelch, 1985).…”

Section: Traitement De I 'Intrantunclassified

Le rôle des faits phonétiques dans le décodage perceptif en langue seconde : état de la question

Champagne-Muzar

2009

rql

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Tous droits réservés © Université du Québec à Montréal, 1991 Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.

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Section: Traitement De I 'Intrantunclassified

Le rôle des faits phonétiques dans le décodage perceptif en langue seconde : état de la question

Champagne-Muzar

2009

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“…Eliciting a more spontaneous response may, paradoxically, require more time. Dirven and Oakeshott-Taylor (1985) and Chaudron (1985b) suggest that more time is needed for deeper comprehension and/or for formulating responses. Logically, complex listening and reading tasks should be more decentralized into group work or pair work (White & Lightbown, 1984), perhaps with written or visual checks that can be learner-paced.…”

Section: Applications In Conventional Communicative Classesmentioning

confidence: 99%

“…Particularly problematic is balancing authentic listening tasks with input that is sufficiently slow (Chaudron, 1985a), but that does not lose its "prosodic continuity" (Dirven & Oakeshott-Taylor, 1984). Some available options, apart from teacher talk, are semiscripted dialogues, slow colloquial monologues from the radio or TV, authentic repetitions, such as two recordings of the same topic-perhaps one by the teacher, with additional emphasis, segmenting, and pausing; two different tasks on the same input; and authentic dictation (Dirven & Oakeshott-Taylor, 1985).…”

Section: Applications In Conventional Communicative Classesmentioning

confidence: 99%

“…Some available options, apart from teacher talk, are semiscripted dialogues, slow colloquial monologues from the radio or TV, authentic repetitions, such as two recordings of the same topic-perhaps one by the teacher, with additional emphasis, segmenting, and pausing; two different tasks on the same input; and authentic dictation (Dirven & Oakeshott-Taylor, 1985).…”

Section: Applications In Conventional Communicative Classesmentioning

confidence: 99%

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The Management of Time Lapses in Conventional Communicative Approaches

Bruton¹

1996

TESL

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It is argued that the sensitive management of time lapses or timing should be an important part of conventional communicative approaches in the L2 classroom. Distinctions must be made between timing and silence and between different types of teacher-managed time lapses. Suggestions for classroom application are drawn from a wide range of current theoretical and research perspectives.The purpose of this article is to isolate the factors that affect timing in conventional communicative classrooms, to summarize research evidence on the significance of timing, and to identify some of the contexts where timing should be a consideration. Some Empirical EvidenceThe empirical evidence on timing in L2 learning is limited. Let us assume that the learner usually has to process a language cue, retrieve information, and formulate a response that is then to be articulated. A typical routine might include a teacher's question requiring the understanding of a text and a learner response. In such cases, Holley and King (1971) found that teachers generally cut short learner hesitations or incorrect responses. Similarly, van Lier (1988) concluded that teachers are often too hasty in their interventions, not allowing learners time to self-correct or rephrase what they have said. White and Lightbown (1984) found that the average wait time was around 2.1 seconds, a finding similar to Rowe's 11 results (1987). Shrum and Tech (1985) observed target L2language wait times to average around 1.9 seconds, shorter than the L1 time of 2.3 seconds. The L2 and L1 postresponse wait times (Rowe's wait time 2) were both 0.7 seconds, with some variation according to the task.When wait times are increased there are numerous benefits to both teachers and learners. Rowe (1987) found that teachers become more flexible and ask fewer questions; moreover, the questions they ask tend to be more relevant and interesting. She lists the following benefits for learners: longer responses, use of more supporting evidence, more speculation, more questions, fewer response failures, more peer exchanges, greater variety of par-46 ANTHONY BRUTON ticipation, more confidence, and greater achievement. Holley and King (1971) point out that silence takes up less time than rephrasing, correcting, and explaining. Ellis (1987) showed that having more time results in greater accuracy in the production of regular past tense forms, and Crookes (1989) noted that learners use a wider variety of language when they are given sufficient time. Being Silent and Having Time to ThinkWe consider three factors that affect having time to process language. These are types of response, contributors in the classroom, and length of time lapses in interactions. We can differentiate between conspicuous verbal and nonverbal responses. This distinction can explain why the mere presence of silence does not necessarily mean that a learner has time to assimilate input. In some TPR experiences, for instance, learners may be expected to respond before they have really discriminated the linguistic cue...

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“…This new direction recognizes the communicative importance of prosody. For example, Dirven and Oakeshott-Taylor (1984) stated that:…”

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confidence: 99%

English Ambisyllabic Consonants and Half‐Closed Syllables in Language Teaching

Trammell

1999

Language Learning

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This study justifies increased attention to word and phrase-level syllabification in pronunciation instruction for students of English and for English foreign language students. The latter need to recognize what their native syllabification patterns actually are in order to combat interference arising from them in the L2. The apparent simplicity and automaticity of syllabification belies its complexity within and across languages and its importance not only to correct allophonic production but also to correct word-stress, rhythm, and intonation.The following pairs of English words reveal the importance of teaching students about half-closed syllables as well as the traditional open and closed syllables (brackets mark the single consonant sound shared by the two syllables, hence the term ambisyllabic): Mi-nos/mi[n]us, a-dore/a[d]o-ra[ti]on, co-mmune/co[mm]on, de-ssert/ de[s]ert, re-ply/re[p]licate. As the stress shifts from the first to the second syllable in these pairs of words, the syllabification of the first syllable changes from open to half-closed with an ambisyllabic consonant. Trying to produce a conversational pronunciation of the second word in Some aspects of this work were presented at

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Listening comprehension (Part I)

Cited by 33 publications

References 48 publications

Le rôle des faits phonétiques dans le décodage perceptif en langue seconde : état de la question

Le rôle des faits phonétiques dans le décodage perceptif en langue seconde : état de la question

The Management of Time Lapses in Conventional Communicative Approaches

English Ambisyllabic Consonants and Half‐Closed Syllables in Language Teaching

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