The Function of Notetaking in Listening Comprehension
Abstract
Listening speaking reading and writing are the four important parts of language learning among which listening is considered as the largest part in English communication For a long time listening teaching has always been an indispensable part of English teaching The process of listening teaching aims to enable students to understand the speaker’s intention accurately and master an effective language communicative ability rather than only a single word or a sentence
In routine English listening teaching classes teachers seldom taught the students how to listen to the material but more often just poured a huge number of listening materials to students In the long run students would find such teaching model boring and finally lose the interest in listening For the above mentioned reason listening in English teaching has been the bottleneck in China for many years There hasn’t been an effective way or model to improve students’ listening comprehension proficiency yet For most of the students listening is always a weak link in their English study Notetaking is an important learning strategy
In view of the problems that exist in students’ English listening comprehension and the characteristics of listening comprehension this thesis will analysis the function of the notetaking and provide the effective teaching method for teachers The study has positive implications not only in listening teaching but also in the whole English teaching process
Key Words Notetaking Listening Comprehension Teaching implication
摘
听说读写英语语言学四重组成部分中听语言交流重手段语言输入两途径长期听力教学直英语教学中缺部分听力教学目学生准确理解说话者意图掌握效语言交际力求学生听懂单词句子
英语听力教学中教师少教学生听更量视听材料灌学生长固定单模式解决学生听力问题反学生听力教学失兴趣年学英语听力教学国英语教学瓶颈听力教学直没找效提高学生听力水教学模式方法途径部分学生言听力始终薄弱环节
针目前学生英语听力听力理解特点方式问题文分析笔记听力理解中作教师提供相关教学方法研究仅教师提供积极教学方法整教育界提供良教学启示
关键词：笔记听力理解教学启示
Contents
ABSTRACT 2
摘 3
CONTENTS 4
I INTRODUCTION 5
11 Background of Thesis 5
12 Teaching Current Situation in China 6
II LITERATURE REVIEW 7
21 Memory and Listening Comprehension 7
22 Notetaking 7
221 Definition of Notetaking 7
222 Function of Notetaking 8
23 Notetaking as a strategy for Listening Comprehension 9
24 Advantage of Notetaking 10
III THE SPECIFIC WAYS OF NOTETAKING IN LISTENING COMPREHENSION 11
31 Note selectively 11
32 Using Identifiable Notations 12
33 A Peaceful Mind in Listening Comprehension 13
34 Grasping the Key Words 13
35 Instant repetition or shadowing 14
36 Understanding the related Knowledge 14
IV FUNCTION OF NOTETAKING IN LISTENING COMPREHENSION 16
41 Notetaking improve Learners’ Listening Comprehension 16
42 Choosing effective Materials 17
43 Helping Improve Scores 17
44 Attracting Students’ Attention 18
45 Providing Good Teaching way for Teachers 19
V CONCLUSION 20
51 Major Finding 20
52 Pedagogical Implications 20
53 Limitations and Suggestions 21
REFERENCES 23
I Introduction
Listening speaking reading and writing are the four important parts in language learning Research shows that adults spent 40 to 50 of communication time for listening 25 to 30 speaking 11 to 16 reading and about 9 writing Listening is the largest part in English communication Therefore the importance of listening can be reflected from the statistics and the teaching of listening in colleges or universities and it should be regarded as the key task
11 Background of Thesis
Psycholinguists believe that listening comprehension is a course of information processing that purposefully perceives analyzes and applies the newly heard information using the original information stored in the brain Listening teaching process aims to enable students to understand the speaker’s intention accurately and master effective language communicative ability rather than only require the students to understand a single word or a sentence In routine English listening teaching classes teachers seldom teach the students how to listen to the material but more often just pour a huge number of listening materials to students believing that they would get the listening skills naturally after finishing these tasks Most teachers always follow this kind of teaching process first giving students the listening materials and asking them to do exercises then giving students the right answers and comments and at last asking them to do the exercises again In the long run students would find this teaching model boring and it won’t solve their confusion in the listening and therefore they will lose the interest in this monotonous teaching model For the above mentioned reason listening in English teaching has been the bottleneck in China for many years There hasn’t been an effective way or model to improve students’ listening comprehension proficiency yet For most of the students listening is always a weak link in their English study
12 Teaching Current Situation in China
In English test of China listening comprehension often takes the form of a listening passage followed by a set of questions In the routine listening classes teachers always adopt this kind of teaching process giving students the listening material and asking them to do exercises → giving students the right answers and comments → asking students to do the exercises again It does not mean that such kind of lessons is of no value But in the long view students would find such teaching model boring and can not solve their real confusion in listening thus finally lose their interest in listening What is suggested here is that this routine approach is not the most efficient way to develop listening comprehension for students
II Literature Review
21 Memory and Listening Comprehension
Listening comprehension is a psychological process that human’s synthetic abilities are involved in It is closely related with memory because vast quantities of information are processed in listening comprehension procedure Chen Jitang (2002) points out that memory are the precondition of comprehension in the process of receiving voice information Atkinson RC and Shiffrin RM in 1968 propose the multistored model of memory which describes memory in terms of information flowing through such a system information is perceived by the sense organs and enters the sensory memory if the original information is attended and processed within one minute it will enter the shortterm memory information from the short term memory is transferred to the longterm memory only if that information is fully rehearsed If rehearsal does not occur then information will be forgotten lost from shortterm memory through the processes of displacement or decay
Listening comprehension is largely dependent on the capacity of shortterm memory for the reason that shortterm memory is the work cell of information processing and whether the information can be transferred from shortterm memory to longterm memory is determined by the intensity and frequency that information is processed in the stage of shortterm memory
22 Notetaking
221 Definition of Notetaking
Notetaking by definition can be described as a process in which instructional stimuli are converted and recoded in mental units that allow the stimuli to be more easily recalled than if the learner did not participate in notetaking (Alan 2001 cited from Weener 1976) Suritsky & Hughes (1991) propose that notetaking involves four broad skills listening cognitive processing recording lecture content in written form and reviewing noted information (Alan 2001) Notetaking gives the learner the opportunity to reorganize further develop and incorporate personal interpretations of new material into one’s cognitive structure The process of taking notes allows students to become actively engaged in learning
Notetaking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with other cognitive functions (Piolat Olive & Kellogg 2005) The person taking notes must acquire and filter the incoming sources organize and restructure existing knowledge structures comprehend and write down their interpretation of the information and ultimately store and integrate the freshly processed material The result is a knowledge representation and memory storage (Tamas Jonathan Itiel 2009)
Taking notes during lectures provides two basic purposes it helps student understand the main points of a lecture and preserve lecture information in the form of notes for later study Researchers (Di Vesta & Gray 1972 Aiken Thomas & Shennum 1975 Bretzing & Kulhavy 1979 Kiewra 1984) have long demonstrated that taking notes during lectures is advantageous for increasing comprehension and improving later recall of information
222 Function of Notetaking
Beginning with Di Vesta and Gray (1972) researchers have distinguished two functions of notetaking encoding function and external storage function The encoding function proposes that the process of recording notes facilitates information processing It is measured by comparing the performance of students who listen to a lecture and take notes with the performance of those who listen but are not allowed to take notes The external storage function suggests that the review of notes stored in a written form facilitates performance It is measured by comparing the performance of students who take and review their notes with the performance of those who take notes but are forbidden to review Kiewra & Dubois (1991) further point out that what traditionally has been called external storage is the really the combination of encoding and external storage because students are both taking and reviewing notes Done by absenting students from the lecture and then providing them with borrow notes from fellow students to review the reclassification of notetaking functions are as follows the original encoding function (take notesno review) the newly classified encoding plus storage function (take notesreview) and the new independent external storage function (borrow notes review)
23 Notetaking as a strategy for Listening Comprehension
The power of the strategy for facilitating learning and comprehension is usually ignored by students Many students know very little about the process of language learning and could not learn on their own Therefore when planning strategy training students have to be prepared to be active and interactive in their learning Mendelsohn (1994) puts it One of the major responsibilities of the teacher is to develop learners’ awareness of the strategies they use the strategies they could add and the value of strategies The teacher must develop in each learner an awareness of how he or she learns and suggest an additional strategy andor alternative when those that the student is using do not appear to be working well Learners will buy into’ this strategy training if they see the significance and effectiveness of these strategies…
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The Function of Notetaking in Listening Comprehension
Abstract
Listening speaking reading and writing are the four important parts of language learning among which listening is considered as the largest part in English communication For a long time listening teaching has always been an indispensable part of English teaching The process of listening teaching aims to enable students to understand the speaker’s intention accurately and master an effective language communicative ability rather than only a single word or a sentence
In routine English listening teaching classes teachers seldom taught the students how to listen to the material but more often just poured a huge number of listening materials to students In the long run students would find such teaching model boring and finally lose the interest in listening For the above mentioned reason listening in English teaching has been the bottleneck in China for many years There hasn’t been an effective way or model to improve students’ listening comprehension proficiency yet For most of the students listening is always a weak link in their English study Notetaking is an important learning strategy
In view of the problems that exist in students’ English listening comprehension and the characteristics of listening comprehension this thesis will analysis the function of the notetaking and provide the effective teaching method for teachers The study has positive implications not only in listening teaching but also in the whole English teaching process
Key Words Notetaking Listening Comprehension Teaching implication
摘
听说读写英语语言学四重组成部分中听语言交流重手段语言输入两途径长期听力教学直英语教学中缺部分听力教学目学生准确理解说话者意图掌握效语言交际力求学生听懂单词句子
英语听力教学中教师少教学生听更量视听材料灌学生长固定单模式解决学生听力问题反学生听力教学失兴趣年学英语听力教学国英语教学瓶颈听力教学直没找效提高学生听力水教学模式方法途径部分学生言听力始终薄弱环节
针目前学生英语听力听力理解特点方式问题文分析笔记听力理解中作教师提供相关教学方法研究仅教师提供积极教学方法整教育界提供良教学启示
关键词：笔记听力理解教学启示
Contents
ABSTRACT 2
摘 3
CONTENTS 4
I INTRODUCTION 5
11 Background of Thesis 5
12 Teaching Current Situation in China 6
II LITERATURE REVIEW 7
21 Memory and Listening Comprehension 7
22 Notetaking 7
221 Definition of Notetaking 7
222 Function of Notetaking 8
23 Notetaking as a strategy for Listening Comprehension 9
24 Advantage of Notetaking 10
III THE SPECIFIC WAYS OF NOTETAKING IN LISTENING COMPREHENSION 11
31 Note selectively 11
32 Using Identifiable Notations 12
33 A Peaceful Mind in Listening Comprehension 13
34 Grasping the Key Words 13
35 Instant repetition or shadowing 14
36 Understanding the related Knowledge 14
IV FUNCTION OF NOTETAKING IN LISTENING COMPREHENSION 16
41 Notetaking improve Learners’ Listening Comprehension 16
42 Choosing effective Materials 17
43 Helping Improve Scores 17
44 Attracting Students’ Attention 18
45 Providing Good Teaching way for Teachers 19
V CONCLUSION 20
51 Major Finding 20
52 Pedagogical Implications 20
53 Limitations and Suggestions 21
REFERENCES 23
I Introduction
Listening speaking reading and writing are the four important parts in language learning Research shows that adults spent 40 to 50 of communication time for listening 25 to 30 speaking 11 to 16 reading and about 9 writing Listening is the largest part in English communication Therefore the importance of listening can be reflected from the statistics and the teaching of listening in colleges or universities and it should be regarded as the key task
11 Background of Thesis
Psycholinguists believe that listening comprehension is a course of information processing that purposefully perceives analyzes and applies the newly heard information using the original information stored in the brain Listening teaching process aims to enable students to understand the speaker’s intention accurately and master effective language communicative ability rather than only require the students to understand a single word or a sentence In routine English listening teaching classes teachers seldom teach the students how to listen to the material but more often just pour a huge number of listening materials to students believing that they would get the listening skills naturally after finishing these tasks Most teachers always follow this kind of teaching process first giving students the listening materials and asking them to do exercises then giving students the right answers and comments and at last asking them to do the exercises again In the long run students would find this teaching model boring and it won’t solve their confusion in the listening and therefore they will lose the interest in this monotonous teaching model For the above mentioned reason listening in English teaching has been the bottleneck in China for many years There hasn’t been an effective way or model to improve students’ listening comprehension proficiency yet For most of the students listening is always a weak link in their English study
12 Teaching Current Situation in China
In English test of China listening comprehension often takes the form of a listening passage followed by a set of questions In the routine listening classes teachers always adopt this kind of teaching process giving students the listening material and asking them to do exercises → giving students the right answers and comments → asking students to do the exercises again It does not mean that such kind of lessons is of no value But in the long view students would find such teaching model boring and can not solve their real confusion in listening thus finally lose their interest in listening What is suggested here is that this routine approach is not the most efficient way to develop listening comprehension for students
II Literature Review
21 Memory and Listening Comprehension
Listening comprehension is a psychological process that human’s synthetic abilities are involved in It is closely related with memory because vast quantities of information are processed in listening comprehension procedure Chen Jitang (2002) points out that memory are the precondition of comprehension in the process of receiving voice information Atkinson RC and Shiffrin RM in 1968 propose the multistored model of memory which describes memory in terms of information flowing through such a system information is perceived by the sense organs and enters the sensory memory if the original information is attended and processed within one minute it will enter the shortterm memory information from the short term memory is transferred to the longterm memory only if that information is fully rehearsed If rehearsal does not occur then information will be forgotten lost from shortterm memory through the processes of displacement or decay
Listening comprehension is largely dependent on the capacity of shortterm memory for the reason that shortterm memory is the work cell of information processing and whether the information can be transferred from shortterm memory to longterm memory is determined by the intensity and frequency that information is processed in the stage of shortterm memory
22 Notetaking
221 Definition of Notetaking
Notetaking by definition can be described as a process in which instructional stimuli are converted and recoded in mental units that allow the stimuli to be more easily recalled than if the learner did not participate in notetaking (Alan 2001 cited from Weener 1976) Suritsky & Hughes (1991) propose that notetaking involves four broad skills listening cognitive processing recording lecture content in written form and reviewing noted information (Alan 2001) Notetaking gives the learner the opportunity to reorganize further develop and incorporate personal interpretations of new material into one’s cognitive structure The process of taking notes allows students to become actively engaged in learning
Notetaking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with other cognitive functions (Piolat Olive & Kellogg 2005) The person taking notes must acquire and filter the incoming sources organize and restructure existing knowledge structures comprehend and write down their interpretation of the information and ultimately store and integrate the freshly processed material The result is a knowledge representation and memory storage (Tamas Jonathan Itiel 2009)
Taking notes during lectures provides two basic purposes it helps student understand the main points of a lecture and preserve lecture information in the form of notes for later study Researchers (Di Vesta & Gray 1972 Aiken Thomas & Shennum 1975 Bretzing & Kulhavy 1979 Kiewra 1984) have long demonstrated that taking notes during lectures is advantageous for increasing comprehension and improving later recall of information
222 Function of Notetaking
Beginning with Di Vesta and Gray (1972) researchers have distinguished two functions of notetaking encoding function and external storage function The encoding function proposes that the process of recording notes facilitates information processing It is measured by comparing the performance of students who listen to a lecture and take notes with the performance of those who listen but are not allowed to take notes The external storage function suggests that the review of notes stored in a written form facilitates performance It is measured by comparing the performance of students who take and review their notes with the performance of those who take notes but are forbidden to review Kiewra & Dubois (1991) further point out that what traditionally has been called external storage is the really the combination of encoding and external storage because students are both taking and reviewing notes Done by absenting students from the lecture and then providing them with borrow notes from fellow students to review the reclassification of notetaking functions are as follows the original encoding function (take notesno review) the newly classified encoding plus storage function (take notesreview) and the new independent external storage function (borrow notes review)
23 Notetaking as a strategy for Listening Comprehension
The power of the strategy for facilitating learning and comprehension is usually ignored by students Many students know very little about the process of language learning and could not learn on their own Therefore when planning strategy training students have to be prepared to be active and interactive in their learning Mendelsohn (1994) puts it One of the major responsibilities of the teacher is to develop learners’ awareness of the strategies they use the strategies they could add and the value of strategies The teacher must develop in each learner an awareness of how he or she learns and suggest an additional strategy andor alternative when those that the student is using do not appear to be working well Learners will buy into’ this strategy training if they see the significance and effectiveness of these strategies…
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《香当网》用户分享的内容，不代表《香当网》观点或立场，请自行判断内容的真实性和可靠性！
该内容是文档的文本内容，更好的格式请下载文档
