The Effect of Discourse Markers on the Comprehension of Lectures

Chaudron, Craig; Richards, Jack C.

doi:10.1093/applin/7.2.113

Cited by 235 publications

(152 citation statements)

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“…From the beginning (Chaudron and Richards, 1986), the findings of this research are potential input for instructional materials, curriculum design and teacher training. This section provides an overview of some aspects revealed by this research which may be beneficial for CLIL/EMI lecturers.…”

Section: Second Language (Academic) Listening Comprehensionmentioning

confidence: 95%

“…The most frequent methodology followed similar steps in all cases. First, an experimental group received A lecture with DMs and a control group received the same lecture without them (Chaudron and Richards, 1986;Flowerdew and Tauroza, 1995;Morell, 2004;Eslami and Eslami-Rasekh, 2007;Reza et al, 2012 inter ali.). The second step was to check students´ comprehension by different means (questions, tests or the notes taken).…”

Section: Formal Elements Facilitating Lecture Comprehension: Discoursmentioning

confidence: 99%

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Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

Pozo

2017

Rev. lingüíst. leng. apl.

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CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self) training of those teachers who need to update their language skills for CLIL.

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Section: Second Language (Academic) Listening Comprehensionmentioning

confidence: 95%

Section: Formal Elements Facilitating Lecture Comprehension: Discoursmentioning

confidence: 99%

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

Pozo

2017

Rev. lingüíst. leng. apl.

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“…The understanding of academic lectures was found to depend less on the meaning of individual sentences, and more on their inter-relatedness and the structure of the whole text (Dunkel & Davis, 1994). Clear discourse markers can significantly improve the comprehension of L2 listeners (Chaudron & Richards, 1986). Therefore, listening materials should be graded.…”

Section: Materials Selectionmentioning

confidence: 99%

Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners

Vasiljević¹

2010

ELT

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The article describes how the dictogloss method and cooperative learning can be combined to promote the development of listening and speaking skills of second language learners. The paper begins with an outline of the dictogloss procedure and the theoretical background behind it. The procedures for conducting a dictogloss-based listening class are then described in great detail. Finally, the potential advantages of this method as well as concerns about its implementation are discussed.Keywords: Dictogloss, Listening and Speaking Instruction, Cooperative Learning, Learner Autonomy BackgroundListening is one of the most important language skills. Feyten (1991) claims that more than 45% of communicating time is spent listening, which clearly shows how important this skill is in overall language ability. Traditionally, listening skills have been taught in isolation or they were sometimes combined with speaking tasks. However, the nature of real-life interaction and the limited time most learners have at their disposal are strong arguments in favour of the integration of the four skills and for different modes of language practice. This paper will describe the methodology for teaching a listening class based on the dictogloss approach, which offers a bridge between different language skills and promotes collaborative learning in the classroom Dictogloss is a classroom dictation activity where learners listen to a passage, note down key words and then work together to create a reconstructed version of the text. It was originally introduced by Ruth Wajnryb (1990) as an alternative method of teaching grammar. The original dictogloss procedure consists of four basic steps: a. Warm-up when the learners find out about the topic and do some preparatory vocabulary work.b. Dictation when the learners listen to the text read at a normal speed by the teacher and take fragmentary notes. The learners will typically hear the text twice. The first time the teacher reads the text, the students just listen but do not write. The second time, the students take notes.c. Reconstruction when the learners work together in small groups to reconstruct a version of the text from their shared resources.d. Analysis and correction when students analyse and compare their text with the reconstructions of other students and the original text and make the necessary corrections (Wajnryb, 1990).Wajnrub argues that this method gives students a more precise understanding of English grammar than do other approaches and consequently leads to higher accuracy in language use. Compared to other more traditional approaches to teaching grammar the value of dictogloss is in its interactive approach to language learning. Text reconstruction promotes both the negotiation of meaning and the negotiation of form. It is a co-operative endeavour which forces learners to stay actively engaged in the learning process. "Through active learner involvement students come to confront their own strengths and weaknesses in English language use. In so doing, they find o...

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“…for comprehension of the lectures. In this sense, Chaudron and Richards (1986) report that overusing micro-markers (so, actually, well, right) may be distracting within the overall coherence of the lecture while macro-markers (to begin with, this meant that and in this way) increase the level of comprehension of lectures. However, the teachers agree on the contribution of DMs to future interactions as well.…”

Section: Discussionmentioning

confidence: 99%

Discourse markers in EFL setting: Perceptions of Turkish EFL teachers

Aşık¹

2015

Educ. Res. Rev.

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Discourse markers are seen as one of the fundamental units in spoken discourse due to their frequent and multifunctional use by native speakers of English. Discourse markers also have significance in foreign language instruction. In this respect, this study explored the perceptions of Turkish EFL teachers towards the use of discourse markers in terms of the pragmatic and pedagogic value and their representations in EFL classrooms. To this end, a questionnaire was administered to 104 EFL instructors working at seven different state universities in Turkey. The quantitative analyses of the data yielded that the teachers had positive perceptions towards discourse markers by finding them necessary for improving pragmatic competence of language learners. They also stated that discourse markers had teaching value so they highlighted them in their instruction. Moreover, the study also discussed the integration of discourse markers into language instruction. The study had some implications for further discussion over the issue of discourse markers in terms of investigating teacher talk, real classroom practices during language teaching instruction and teaching materials.

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The Effect of Discourse Markers on the Comprehension of Lectures

Cited by 235 publications

References 10 publications

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners

Discourse markers in EFL setting: Perceptions of Turkish EFL teachers

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