Teaching Strategy Chains for Listening (or not)

Marc Jones / / Listening, Pedagogy, Research, Uncategorized

This is a small research project I did for my MA. It was my lowest mark on the course and I totally tried to do more than was feasible. I will address the limitations below.

Teaching strategies

An approach to using strategies in listening isn’t new, although there is more to it than the advice given to new TOEIC teachers of “Get them to predict based on what they hear and then think about the gist.” What interested me was whether the strategy chains that learners build up, according to Rebecca Oxford (2011) could be instructed.
I put together a class at the local community hall for 6 weeks, with 7 women. The first class let me see the strategies that the learners were already using and give a questionnaire (the MALQ by Vandergrift et al., 2006). The last class involved no instruction of the strategy chain but allowed me to see whether it was being used. Most used a few simple strategies. I derived a chain of potentially useful strategies based upon learners’ answers to the MALQ. The class was a massive mix of levels, from A1 to B2 on the CEFR. I used a mix of authentic texts (reality television) and inauthentic texts (from elllo.org). First I used one text to teach the strategy chain. Learners listened twice and transcribed what they understood from the text in English or Japanese. They wrote what strategies they used in English or Japanese.

The chain

I derived the following chain for instruction: schema activation (through focused thought or speaking to other learners about the topic), plan how to listen based upon their schema activation, relax in order to reduce cognitive load issues and regain focus when attention has been lost. The reasons for this particular chain was that the learners reported little use of these strategies in their listening yet I believed that the learners would benefit from them, particularly the relaxing and refocusing.

So, what happened?

Well, all the learners went along happily with the teaching and said they used the strategy chain in weeks 2-5. In week 6, the assessment week, not a single learner reported use of the chain.
Now, this is not the end of the world. It showed me that teaching is just teaching. Whether learners decide to do something in a classroom is another thing entirely. You cannot force a way of working onto someone. It also comes down to comfort and experience. For some of the learners, they were quite proficient in communication but claimed to be uncomfortable with listening. I used schema activation in the chain and perhaps this was something that they did unconsciously. For the lower-proficiency learners, perhaps the relaxing and refocusing needed more time to be practiced effectively. Whatever the case, strategies are used, in tandem with one another, but perhaps rely more upon learner evaluation of the strategies’ value in combination than teacher evaluation.
Another aspect of the course was that it was 6 weeks which was all the time fast was feasible for me after handing out leaflets on the street and asking friends to share on Facebook (when I was on there). Potentially, with a longer course it might have resulted in learners using this chain in the assessment week. It might not have, and I am going to say that it appears unlikely. Still, it’s good to know what is unlikely to work, isn’t it?
In all likelihood it appears that teaching strategies helps learners, but the chain of strategies used depends entirely on the individual learner. It might be useful to carry out the MALQ in class, see what isn’t being used and teaching successful use of particular strategies.

References

Oxford, R (2011) Teaching and Researching Language Learning Strategies. London: Routledge.
Vandergrift, L, Goh, CCM, Mareschal, CJ, & Tafaghodtari, MH (2006) “The Metacognitive Awareness Listening Questionnaire: Development and Validation” Language Learning 56:3 September 2006, pages 431-462.

In to view; a two-way perspective on job interviews

Marc Jones / / Freelancing

This is a bit more freelance than usual. I am on a long trip to an interview by train (not very long but long enough to need a sit down). After that I have a Skype interview with an organisation overseas that I respect very much. But, what’s an interview? Is it OK to not feel stressed?

Interviews: my take

Loads of people take interviews as a sales pitch for themselves. It’s an opportunity to market your brand. What are your values? I am going to go out on a limb here and say all of that is hogwash. I am not selling myself. That is not an interview, it’s a sales pitch.
An interview gives me a chance to find out what I haven’t already gleaned from an internet search and chatter among peers. Is this somewhere I want to spend time? Do I think it would be beneficial to me? I know I can help students to learn, but how will this organisation help me to develop that further? Is it in keeping with my beliefs about practice or not? It’s an opportunity for teachers to interview someone for the position of employer. It needs to be a two-way street.
So, bizarre as it may be, I’m not nervous. I’m wondering if these jobs are right for me or not. I am not just talking about money but that might be part of it, along with CPD opportunities both formal and informal, conditions made explicit and any possible red flags.
So, no, I don’t feel stressed. I feel interested. If I do not get the job I avoid a poor fit with an organisation. If I get weird vibes, it means I shouldn’t take it even if offered. On the other hand, if the vibes are good and people are nice and the conditions great, even if I don’t get the job I will watch for future openings.

Making Written Recommendations

Marc Jones / / Materials

I’ve added something to my online Google Drive folder for the first time in ages. It’s a short Focus on Form activity for turning basic recommendations into written recommendations using modal verbs and adverbs. I wrote it for a class at a car seat company, so you might want to edit the Word document.
It is very rough around the edges by design – there is more than one possible correct answer so there is no list of correct answers – you need to check the work yourself or have the learners do it, perhaps peer checking before teacher feedback.
Making Written Recommendations (MS Word, PDF)

Lesson resource: Night of the Living Dead

Marc Jones / / Listening, Materials

night-of-the-living-dead-group
I know that Halloween is over a month past. Anyway, I was thinking about authentic, non-copyright texts and I remembered that Night of the Living Dead has never had copyright on it due to a mistake in the original film release. You can download it from The Internet Archive along with subtitles (and if you open the subtitles with a text editor like Notepad or Notepad++, you get yourself a handy script with time codes, although without speaker information).
To save a bit of time, here are some notes I took while I was watching:
10:00 (roughly) Imperatives.
20:00 (roughly) Narratives (Ben tells Barbra what happened, Barbra tells Ben).
36:30 pictorial cues to the next lot of possessions (good for eliciting knowledge of vocab and checking with listening in a minute’s time)
37:25 “I found a gun and some bullets out there. And these. This place… we have a gun and bullets, food and a radio. Sooner or later someone’s bound to get us out.”
40:25 Mr Cooper and Tom enter.
40:45 How long have you been down there?
Conditionals if, when, in case, rhetorical questions, modality will/won’t/can’t/better off. Good for negotiations and making concessions.
48:41 Simple present statements about present state with wasn’t about to mixed in.
50:00 “Does anyone up there know why we’re being attacked?”
“The radio said…” Reporting.
57:40 “The cause… It could be…” /ɪ kʊ biː/
59:40 Locations, possessive for condition.
1:02:40 Possessives. “You can…” for commands.
1:05:00 elision of /d/ in “more and more”
1:05:40 “Where’s that big smile for me?” /weərzat/
1:15:00 “There’s supposed to be a broadcast at 3.”
17:50 “Kill the brain and kill the ghoul.”
1:18:50 Report of killing ghouls. Could be good for a summary.
1:31:20 “We only need a few men to check out the house.”
I hope this is of use to someone. I will probably use it myself at some point, and if noting else, it serves as at least a mental note.

What's changed? Let's do stuff!

Marc Jones / / Uncategorized


Three years of writing this bloody blog and what’s changed, really? I have, but that’s not what I’m talking about. How has the profession changed? It hasn’t. Not a bloody single thing as far as I can tell. Glacial. Maybe a few people have cottoned on to the learning styles myth. That’s it.
So, am I going to just continue glowering at the internet or do something about it? Well, there has to be a balance between working for nothing for a worthy project or cause and getting compensated fairly. So what can I (we?) do?
We can complain about how shit things are (like in Jeremy Slagowski’s great post about a listening syllabus here) and/or put forward an alternative.
We can moan about stuff that doesn’t work and/or see about fixing it. Now, my name is not Answer Man. It’s not even my alter ego. Sometimes, when you find something doesn’t do what you think it’s supposed to do, you ask an expert. Sometimes it’s somebody who works in a shop. Sometimes it’s a book. Sometimes it’s your friends. By talking about stuff, we surely get closer to an answer, at least one more step forward on the path to enlightenment.
Doing stuff, though. This is what I think I need to do. It doesn’t always come off right, but it’s going to be, usually, only as bad as inaction, especially if you think hard about potential risks before acting.

Bottoms up! Decoding in listening

Marc Jones / / Listening, Pedagogy


Last post I wrote about the priority of making materials pretty as opposed to suitable for purpose and why it leads to a lack of bottom-up skills teaching. I was also asked very nicely for a part 2 on bottom-up activities. Unless otherwise stated this is just what I do or have done. You know what will probably work with your students.

Microlistening

Edit your text, simply. What items do you have in the text that learners will probably find problematic? Copy your mp3 file, edit it (using Audacity or Ocen Audio; I prefer Ocen Audio) so the item is in isolation, add a second or two of silence each side and copy the audio and paste it a couple of times. You should have a file with the same word/chunk/tone unit/whatever three times. Do the same with any other items you want to focus on. This sounds time consuming, but it only takes about ten minutes or so when you get used to it.

Prototypes

Well, apparently we carry auditory prototypes of lexis about in our memories. While we don’t expect to hear the actual prototype, we have wider tolerance the more variations we hear.
Are you embarrassed by ridiculous voices? Well, I have no shame. I will utterly mug it up in the classroom, pronouncing target lexis in bizarre, but still generally decodable, pronunciation affectation. Overly high pitch, lisping, stammering, changing vowel quality. With my mouth hidden so as to avoid being lip read. Something I plan to use in some classrooms with internet access is Youglish. You could also use a subtitle downloader, video downloader and Grep if you have coding skills or a ton of time.

Dictogloss

The oldie but goodie. Use a short text or read a short text, twice or so. Have learners identify the stressed word in each tone unit and take notes. Learners then regrammar the text based on what they heard and grammar knowledge.
You can vary this by asking learners to also note the words prior to and following the stressed word. This is useful for function word awareness, especially with the weak form of ‘can’ /kən/.

Cut ups

Another activity for identifying target items and working with preceding/following items is to cut up and reorder a text *as a group*. I do this with a class I teach through songs. It is a success in having learners think about what they hear following a line of song. It has also worked with short dialogues with a lot of backchannelling that would not be easily sequenced by discourse adjacency awareness (appropriate response awareness) alone.

The line

Hada Litim told me about an activity where the teacher draws a line on the board, and then learners listen, placing stressed words above the line and unstressed words below. I shall steal this at my earliest opportunity.

Listening bingo

There is a great post somewhere, I think, on listening bingo on Richard Cauldwell’s site. Unfortunately, I can’t find it. He suggests writing some word or phrase pairs, actual and likely error, in order of appearance in the text and have learners identify which they hear. It’s good for connected speech and words out of dictionary citation form.
If you have other ideas of activities, feel free to share in the comments!

Against the Coursebook Flow for Better Listening

Marc Jones / / Listening, Materials, Pedagogy, Uncategorized

This post is informed by my own research (Jones, 2017), but isn’t exactly part of it. It was partly inspired by a eureka moment at the sink while washing the dishes. I was thinking about coursebooks, and particularly the flow, when the connection came to me. Anyway, more below.
Boom-Box@High
Take a moment to think about how a coursebook lesson flows. No prizes for guessing that it follows PPP. Usually it’s this: Schema activation (recalling and retrieving knowledge about a topic) activity from an image, perhaps some ‘Starter’ questions. Present language, using reading and/or listening text (usually alternating across a unit, with a reading sub-unit and a listening sub-unit). Move on to a grammar exercise or two. Finish with a ‘free’ speaking activity.
I’m going to look at this listening flow. I’m not going to say that schema activation is a waste of time at all but, does it need to be done every time listening is taught? I am going to say no because we don’t always know or have the ability to make reliable predictions about the upcoming content of conversations we are likely to be involved in or overhear. There is also the fact that in a survey I conducted with teachers about what they state their practices and beliefs to be (Jones, 2017), activating schemata massively negatively correlated with teaching bottom-up listening skills. Basically, teachers who say they activate schemata, say they don’t teach bottom-up skills and teachers who say they teach bottom-up skills say they don’t activate schemata. That bottom-up skills are neglected is not a given, however, but it is only the explicitly stated practice of a large minority. So less than half of the teachers I picked up through social media, the freaks who talk about teaching in their free time, teach bottom-up skills explicitly.
Why? “It’s not in the book” actually isn’t the answer. It is usually in the book, but it’s mislabelled as ‘pronunciation’. It’s a chance to practice what John Field (2008) calls ‘microlistening’ (Field, 2008, (ch. 5, p. 19/33), or decoding and practicing listening to features of connected speech in relative isolation to the rest of a larger text. It’s not always fantastic, but I bet, based on a study I did with Japan-based English teachers (Jones, 2016) on beliefs about pronunciation teaching, that it’s omitted by about 20% of teachers, and only taught at word level, with anything longer than phrase level being omitted by roughly half of teachers.
Why? I don’t have evidence for what follows, it’s just a theory, but I think the schema activation picture is a bit more attractive due to the nice flashy image, potentially with a vocabulary bank, compared to a half page made up of IPA characters to target aspects of speech such as weak forms or even scaffolding the decoding of unfamiliar lexical words. Unattractive books (or books that might look difficult due to a lack of images or actually using IPA) won’t be published for fear that they won’t sell, so learners and teachers who may want to use a book are left with the status quo. And the bottom-up listening masquerading as ‘pronunciation’ doesn’t get covered because it isn’t attractive, isn’t as easy to teach as a grammar exercise, and as Ableeva and Stranks (2013) state:

[T]he real purpose of many listening materials, then, appears quite clearly to be one or more of the following: topic extensions; exemplification of grammar; exemplification of functional or lexical items of language; lead-in to a learner speaking activity. All of these
are worthy and defensible aims, but they are not aims which are tied intrinsically to
improving learners’ ability to process spoken language.
(Ableeva & Stranks, 2013. p. 206).

So, it would be nice to have some teachers’ books to tell teachers to make more of the ‘pronunciation’ sections. It would be nice to have the ‘pronunciation’ sections labelled as ‘phonology’ or ‘listening’. It might just then join the dots for a lot of teachers, particularly novice teachers, to build learners skills to help them tackle longer listening texts with more confidence.

References

Ableeva, R. & Stranks, J. “Listening in another language – research and materials” in Tomlinson, B. (ed.) (2013) Applied Linguistics and Materials Development. London: Bloomsbury.
Field, J. (2008) Listening in the Language Classroom. Cambridge: CUP.
Jones (2016) Teachers’ Beliefs and Practices Regarding Listening and Pronunciation in EFL, Explorations in Teacher Development, 23, 1. 11-17 JALT TD SIG.
Jones (2017) English Language Teachers’ Beliefs and Stated Practices Regarding Second
Language Listening Pedagogy and Alignment with Research. Unpublished MA Dissertation. University of Portsmouth.

Dogme & TBLT – What do you do in the classroom?

Marc Jones / / Pedagogy

This is a response to a post by Andrew Walkley of Lexical Lab on his about how teachers can use coursebooks in a principled way.
I am not actually getting into the back and forth about how evil/good they are as I have done so several times before.
Andrew has a couple of questions that seem genuine as opposed to discursive window dressing.

It seems to me, for example, that in choosing a task, TBLT practitioners must have some ideas of level and potential language in mind before the class.

Yes. Very much planned. There is a ton of planning, or at least gathering background information. There’s a needs analysis (NA) and a discourse analysis (DA) in the kind I do, based on Long (2014). I don’t have an applied linguist do my DA for me, though. I try to make a small corpus or at least gather some authentic texts (including videos or audio) to check how the tasks in the needs analysis would normally be done in the real world.
If I can’t access real-world examples then it comes down to reliance upon intuition. I dislike this but I feel that this gives me the chance to say that I have an idea about tasks ought to be performed but they should be co-constructed with learners’ knowledge of it. I certainly feel that writers rely on instincts at times, too.
The tasks to complete should be comparable to real-world tasks. Such tasks in my classroom may be (and I know that I diverge from orthodoxy from time to time) to engage in small talk in reception prior to a meeting in order to build rapport with a customer/client all the way to negotiating timescales with builders for renovation work so you can move into your house. It’s often (but not always) appropriate for learners to plan and repeat tasks. Focus on Form comes in as required. I know some people use Murphy (2012) for this. I don’t but that’s my preference. I use the board or have learners search for examples in SkELL and report findings or even just clean up a bit of lexis and grammar. It could be worksheets printed on the fly in higher tech classrooms. I like learners’ transcription of and reflection on parts of their own recorded tasks and reflection after focus on form and/or feedback in the lesson as a bit of homework.
Andrew also asks:

my questioning of TBLT/Dogme centres on how lessons actually work. I understand that a material-free classroom can work in principle, but I think we need to question the practice. What exactly are the tasks? How are those tasks chosen?

As for Dogme, I doubt I’m canonical here but knowing as much about the learners first helps the teacher pick tasks/topics that will pique interest as part of a negotiated syllabus. Then the syllabus gets negotiated and remains a work in progress. Tasks may even be chosen by learners seeing as they have an idea what they know/don’t know. It’s not an negation of the teacher’s role but information to support it. You negotiate a syllabus, rather than blindly accept “We want to talk about the philosophical underpinnings of the contemporary Russian state” with A2 learners. But who’s to say that talking about Russia or philosophy aren’t nice prerequisite steps towards this?
My Dogme lessons tend to start with a gathering of collective knowledge about the topic or reacting to a story or artefact. This output is then used to synthesise something else (even if it is merely a more crystallised opinion), taking the conversation to wherever it heads, focusing on form as and when needed. This requires neither coursebook pages nor the aforementioned Murphy (2012). Again, boardwork, negotiation of meaning in greater detail and work on nuance pay dividends. Grammar work could even involve a sentence jigsaw made from index cards or Post Its.
I hope this demystifies TBLT or Dogme classroom practices. Any questions, hit me up in the comments. Any comments, er, in the comments.

References

Long, M. (2014) Second Language Acquisition and Task-Based Language Teaching. New York. Wiley.
Murphy, R. (2012) English Grammar In Use (4th Ed.). Cambridge. CUP.

Easy spoken corpora with YouTube

Marc Jones / / Materials, Research

I don’t think it’s exactly a secret that I rather like corpora. In this post I shall show you how you can create an easy spoken corpus using YouTube and a subtitle downloader. Use at your own risk, and YouTube might disable this usability at any time.

Find your videos.

Search YouTube. You know how to do this.

Download subtitles.

I used DownSub.com. It opens a pop-up ad the first time you get paste the video address in the search box but is otherwise benign.
Download your subtitles. Repeat for as many videos as required. Yes this is a pain in the bum but it’s the best I can do.

Edit text.

Open all your subtitle files in the text editor of your choice and replace nonsense/ html codes with nothing. Save them as .txt files.

Wow, a corpus!

Or a small one, depending on how much time you have. Tag the corpus if you wish, using TagAnt by Laurence Anthony.  You can open the corpus in AntWord by him, too. Free downloads.
 

Reflection post-MA and the onward movement

Marc Jones / / Freelancing, Reflection


Some of you who know me a bit or have delved in the archives may know that I just finished my MA Applied Linguistics and TESOL (Distance Learning) through University of Portsmouth. Nothing is finalised yet but my work has been marked and in the next couple of months I believe I get a lovely new piece of paper.
Would I do it again? Yes. I loved reading up on stuff I am interested in and then chatting about it. Would my wife let me do it again? Perhaps begrudgingly. There are reasons for her antipathy, none of which are to do with the University of Portsmouth but to do with work-life balance.
My workload (as in paid work) right now is 15 hours university teaching (and does not include planning, preparation or assessment), 16 hours of school teaching, planning, preparation and assessment, and 3 hours thirty minutes of ESP/Business English teaching (not including preparation, planning or assessment). While I was doing my MA, I was teaching 3 to 6 hours less at university but instead teaching 3 hours more Business English, teaching YLs for 7 hours and coordinating YL courses with 2 assigned hours. A colleague told me a couple of weeks ago, “Marc, you should be really proud if you do pass because you have the workload of two full-time lecturers while completing the MA reading and writing.”
I am proud, but I wish I had controlled my work-life balance better, what with having a young son. I also started the MA when I was finishing up the teaching practicum of my Trinity DipTESOL, as well, which was stressful in and of itself. This was not simply unwise but totally stupid and irresponsible. I did all of it by sacrificing family life, mainly by burning the candle at both ends.
Why did I do it, then? I am not a pretty paper collector. I am stuck in a situation where I need money and it needs to go up quite often seeing as I have basically no pension, not really enough savings, and there are social norms in Japan about extra-curricular stuff that costs the kind of kind of money I will probably start to balk at come April. I can talk about the inherent edification of completing work above my comfort zone, and it is a huge factor in what got me through. Learning stuff is fun, kind of. However, I have to at least be a bit utilitarian. MA is basically the new BA. Perhaps I even understate it.
I also work for four different employers, plus myself. I am tired of this. I would love a full-time job that pays a similar amount to my current earnings, after taking into account the social insurance differences and such. Unfortunately, there’s a bit less job security there unless I were to chance upon a tenured position immediately. This is as likely as discovering a magic lamp at the bottom of my bag. However, an MA makes the probability of this at least a sporting chance. It also means that I can move countries if I absolutely have to. It also means that I can advertise my services as that of an expert rather than as a journeyman, and get more money for them. Alternatively, it means I can find better paying part-time work.
Anyhow, studies are finished, kind of. I just have to wait. My dissertation supervisor said in an email, “you should follow up on this research.”
“Hey, let’s move to New Zealand! I’ll do a PhD!” I said, in the mania of knowing I passed everything as opposed to the gnawing fear that I had failed. Also, I am a workaholic, which is definitely not a good thing but a side effect of impulsive decision making.
“Do they have good trains?” my son asked.
“Eh?” asked my wife, with the stoniest stare since Medusa. “No.”
So, not quite that. Instead, I am doing stuff, sort of a long-term research project come side business thing that I hope to use as a PhD by publication in the next few years, to increase the chance of finding a permanent, well-paid, full-time job (don’t laugh, PhD holders; I did say ‘chance’) . Luckily I have good library access with my jobs.
In the meantime, I am trying to find time to transform my dissertation into a research article and figure out how to get my jobs to let me use students as research subjects or else find time to get volunteers for research. Or get the time to try finding a magic lamp.