creating a blueprint for academic listening* (*just don’t mention ielts) iatefl harrogate 2014 tom...

Copyright Tom Ottway & Peter Ryley 2014 1

Creating a Blueprint for Academic Listening*

(*Just don’t mention IELTS)

IATEFL Harrogate 2014

Tom Ottway & Peter Ryley

University of Sussex ISC


Who we are…

Tom Ottway Head of English University of Sussex ISCAuthor, learning technologist and trainer

[email protected]@studygroup.com

Peter RyleyELPP coordinator/developer of listening materialsUniversity of Sussex [email protected]@studygroup.com

mailto:[email protected]






Part 1: Overview of context/aims

Part 2: Experiential section 20 mins

Part 3: Analysis of results of trialed listening at USISC

Part 4: Discussion/feedback

Structure of workshop


Context

• Partnership with University of Sussex

• Admissions Office/non English specialists – IELTS-focused

http://isc.sussex.ac.uk

http://isc.sussex.ac.uk/

http://isc.sussex.ac.uk/


USISC-University of Sussex International

Study Centre

ESUS- English Skills for University Study

ELPP- English Language Preparation

Programme

FDN- Foundation (Level 2: pre Year 1 at

university)

IY1- International Year One (Level 3 at

university)

Workshop acronyms


AUGUST 9TH LISTENING: 377 sts ESUS did the test in late Sept 2013 ELPP (4.5 /upper B1) Dec 2013……………………………………………………………

Listening /neglected> research (Lynch, 2011) Lack of empirical data?

Students struggle with listening (USISC)

Context


D3 ~All Scales CEFR

http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/Overview_CEFRscales_EN.pdf




CEFR B1/2 Re: ‘Following’ Lectures





Note taking CEFR B2- to guide or not?





reliable benchmark to CEFR >

alternative to IELTS

B1-B2 cusp> prepare entry to Fdn/IY1

develop genuine academic skills (note

taking/summary)

Part 1: Aim of our listening preparation for UGs


See you later

Now: let’s listen!

12

Overview of data Analysis overview Highlight key features

Part 3: Analysis

Copyright Tom Ottway & Peter Ryley 2014


Data overviewAverage

score

No. of participants

per programme


174/370 scored less than 50. (N.B. Overall IELTS bands mask weak skill areas?)

Lower level upper B1 (IELTS 4.5>) struggle to score any marks in summaryPattern changes around score of 70% + >> 2.5/5 (50%) up to 4/5 (80%)

Analysis of results

“…it is not until listeners get past CEFR C1 level that their ability to decode spoken input begins to achieve the kind of accuracy that enables them to take away a relatively complete message …”Field (2006, cited in Field 2011)


Foundation Borderline pass (50%)

Mark /20 for comp

QsMark /5 for summary

Total %


Diploma (IY1) Borderline pass (60%)

Mark /20 for comp

Qs

Mark /5 for summary Total %


Foundation good pass (68-80%)Mark /20

for comp Qs

Mark /5 for summary Total %


Foundation Results- upper end

Still strugling

with summary

Total %Mark /20 for comp

QsMark /5 for summary


Diploma Results- upper end

Total %Mark /5 for summary

More consistent

high summary &

% correlation

Mark /20 for comp

Qs


ELPP Results- upper end (50-84%)

Total %Mark /5 for summary

Lowest summary

c.f. % scores

(0 -2.5)

Mark /20 for comp

Qs


Weakest students Mark /5 for summary

Total %Mark /20 for comp

Qs


Quantity Quality Rhythm Mitigation- balance

Key factors


Implications of/ suggestions on our procedure/pedagogy?

Is pre-listening valid and effective? (reading/video text/glossary)

Are you using a similar approach to ours? Successfully?

Part 4: Discussion questions


Develop range of interaction modes in listening – not just lecture mode: forums, seminars, ‘round-table’ discussions

>> ‘multi-modal’ and ‘reciprocal’. See Lynch (2011: 87)

Do further research and especially detailed analysis

Nearly 100 listening texts in The Bank- exploit>> quizzes>> publish a resource

Further research

Future aims/recommendations


BALEAP resources: http://www.baleap.org.uk/resources/eap-related-websites CEFR All Scales: http

://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/Overview_CEFRscales_EN.pdf

Ching-Shyang Chang, A. & Read, J. (2007) RELC Journal, December 2007; vol. 38, 3: pp. 375-394.Support for Foreign Language Listeners: Its Effectiveness and Limitations.

Crystal, D. (1992) The Changing English Language- fiction and factAvailable from: www.davidcrystal.com/?fileid=-4002 Field, J. (2011) Journal of English for Academic Purposes 10, 102–11, Into

the mind of the academic listener. JISC Glossarty: http

://www.jisc.ac.uk/uploaded_documents/eAssess-Glossary-Extended-v1-01.pdf

Lynch, T. (2011) Journal of English for Academic Purposes 10 pp. 79–88 Academic listening in the 21st century: Reviewing a decade of research

Taylor, L. & Geranpayeh, A., Journal of English for Academic Purposes 10 (2011) 89-101 Assessing listening for academic purposes: Defining and operationalising the test construct

Selected reading

http://www.jisc.ac.uk/uploaded_documents/eAssess-Glossary-Extended-v1-01.pdf






http://www.davidcrystal.com/?fileid=-4002







Workshop presentation linkshttp://sussexisciatefl.wordpress.com/

http://sussexisciatefl.wordpress.com/


Contact us with your comments/questions

Tom Ottway Head of English University of Sussex ISCAuthor, learning technologist and trainer

[email protected]@studygroup.com

Peter RyleyELPP coordinator/developer of listening materialsUniversity of Sussex [email protected]@studygroup.com






creating a blueprint for academic listening* (*just don’t mention ielts) iatefl harrogate 2014 tom...

Documents

listening preparation

academic listening

cefr b2

th listening

trialed listening

past cefr c1 level

scales cefr http

cefr alternative