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The relevance of strategy-use in reading and listening from the learners' viewpoint.

Santiago, July 14Santiago, July 14

Christiane R. CacciariSão Paulo, Brazil

X TH LABCI CONFERENCE X TH LABCI CONFERENCE

ALTE 2TEENAGERS

CONTROL15 STUDENTS

EXPERIMENTAL15 STUDENTS

PART 1:skills + strategies

PART 2:raising awareness

Sample 1ObjectiveRaising awareness: Elicitation + Investigation + FeedbackReflection:

Sample 2ObjectiveRaising awareness: Elicitation + Investigation + FeedbackReflection:

Final LessonObjectiveRaising awareness: 2 experiences: Investigation and ReflectionComparing and contrasting groups :Experimental group and control groupConclusions

Objective(SAMPLE 1- LESSON ON LISTENING)

Objective(SAMPLE 1- LESSON ON LISTENING)

To initiate the process of drawing mystudents attention to opportunities to use strategies when reading and

listening, and systematise the strategy use with the group.

Part 1

Opportunity

Listening skills (strategies +comprehension part)

•Pre teaching vocabulary, activating schemata.•Pre listening.•Listening for gist.•Listening for details .

Part 2

Raising awareness

Elicitation + Investigation + Feedback

Part 2 – Raising awareness(SAMPLE 1)


Elicitation

•Talked about different kinds of parties, shared experiences about good/bad parties.

•Discussed and agreed on the ingredients for a good party.

•Listened to 3 people talking about the same topic. (The first time to get the main idea and the second time for details)

Investigation ( Via questionnaire about strategies.)

True or false?1. Talking about the topic that I was going to listen to made me feel comfortable

when listening to the passage.2. The first time I listened to the CD, I tried to understand the general ideas. I did

not pay too much attention to the details.3. The second time I listened to the CD, I paid attention to details. Taking notes

helped me to organise the answers and remember what had been said.

Investigation ( Via questionnaire about strategies.)

True or false?1. Talking about the topic that I was going to listen to made me feel comfortable

when listening to the passage.2. The first time I listened to the CD, I tried to understand the general ideas. I did

not pay too much attention to the details.3. The second time I listened to the CD , I paid attention to details. Taking notes

helped me to organise the answers and remember what had been said.

Results:•13 out of 13 answered true for sentences 1 and 3.•6 out of 13 answered false for sentence 2.•1 student said he tries to translate everything right from the first time he listens to a passage. •Another said it was impossible not to pay attention to details although it was easier the second time. •Two students said they got the details the first time they listened to the CD.



Feedback-

•Talked to the students about strategy use. •Pointed out the moments they had used different strategies throughout the lesson. •Briefly discussed their answers. •They agreed on the importance of strategies but were not sure about the listening for gist effecctiveness. (as they could understand almost everything from the beginning there was no need to listen just to get the main idea).•Copied a short list of the strategies discussed:

•Using the knowledge of the world.•Using the knowledge of the language.•Getting the idea quickly. (listening for gist)•Getting the details.•Taking notes.



Some students are more skilled at listening than others. •Listening just to get the main idea is not relevant since they are able to have a more detailed comprehension of the passage from the first time. •They are rather self - confident and do not get anxious before a listening exercise. •Ability to understand a good range of vocabulary. (their answers to the comprehension questions were precise and detailed from the first time they listened to the passage)

Reflection:(SAMPLE 1)

Reflection:(SAMPLE 1)

For those who found the linguistic challenge considerable, the use of strategies proved profitable, while for those who found the task more manageable, the use of strategies were not seen as been so useful.

To promote the use of strategies (guessing,summarizing, skimming and scanning, using backgroung knowledge) and to make students aware of moments in which they applied those strategies throughout the lesson.

Part 1

Opportunity

Reading skills(strategies+reading skills)

•Pre reading –inferring/ guessing from linguistic and visual clues•While reading –skimming/scanning/inferring.•Post reading –summarizing.

Part 2

Raising awareness

Elicitation + Investigation + Feedback

Objective( SAMPLE 2 – LESSON ON READING )

Objective( SAMPLE 2 – LESSON ON READING )



•Elicitation

•Talking about the topic before reading the text.•Relating it to my life.•Reading the first time to get the author’s opinion.•Matching the lists (pictures) to the people mentioned in the text.•Reading a part of the text and creating a title for this.•Telling my group what I’ve read.

Investigation

•list of activities done + list with strategies.•matching activity.•ticking strategies used.

Talking about the topic before reading the text0

Activating my background knowledge.

Getting prepared for what I will listen or read.

Relating it to my life. Activating background knowledge.

Reading the first time to get the author’s opinion.

Getting the main idea.

Matching the lists(pictures) to the people mentioned in the text.

Guessing/ Inferring/Reading for details.

Reading a passage and creating a title for this.

Summarizing/Getting the details/Getting the main idea.

Telling my group what I’ve read. Summarizing.



Strategies N of students who used them

Guessing / Inferring 11

Getting the details 13

Getting the main idea 14

Activating background knowledge 12

Summarizing 13

Others

Guessing vocabulary 03

Knowledge of the language 03

The students ticked the strategies they thought they really had used.





Feedback

compared and discussed how efficient the strategies were.copied the list of strategies in their notebooks adding some (guessing and inferring and summarizing) to the ones they already had (using my knowledge of the world and the language, getting the idea quickly, getting the details, taking notes).

Ability to relate different strategies to different activities. Understood why to use those strategies and how they can help the task achievement.Used the strategies according to whether or not they needed them.Understanding the rationale behind the use of strategies and how the strategies can help task achievement was not the reason which made the students use the strategies.

Reflection: (SAMPLE 2)

Reflection: (SAMPLE 2)

Objective(final lesson)

Objective(final lesson)

Provide students with two different listening experiences. Lead them to reflect about the differences between those experiences.Finally, state the relevance of strategies use when doing the listening activities.

Situation 1+ questionnaire

Listen to a person.Answer T or F for statements 1 to 4.

Situation 2 + questionnaire

Pre listening – inferring and guessing / using knowledge of the world to understand.

While listening- listening for gist / listening for details.

1. The picture helped me to predict the context of the listening passage.

2. Talking about workplaces I know prepared me for the activity. (I had an idea of what I was going to listen to)

3. I didn’t have to understand everything to answer the first question.

4. The second time I listened to the passage I focused my attention on specific details.

5. Taking notes helped me during the activity.

How did you feel doing this activity? Why?Which statements did you get right/wrong?What helped you?What hindered the answers?

Part 2 – Raising awareness(final lesson)

Part 2 – Raising awareness(final lesson)

How am I feeling in relation to the learning tasks?What helped/hindered me from getting the answers?How am I feeling in relation to the learning tasks?

What helped/hindered me from getting the answers?

Confused due to lack of context. 12

Reasons why they didn’t get the answers :Lack of concentration. 13Difficulty to distinguish ‘can’ from ‘can’t’/ ‘are’ from ‘aren’t’. 12Misinterpretation of a piece of information. 06

Reasons why they got them right :More concentration. 06Prediction from the context. 01Strategies learned (first I got the general idea, then I paid attention to the details.01

More comfortable because the first activity contextualized the second passage. 11

The prediction, the context, paying attention to the key words helped me get the answers right.10

Confused due to the speed of the speaker. 15

Reasons why they didn’t get the answers :

Lack of concentration.4The sentences were not in order.13Difficulty to distinguish ‘can’ from ‘can’t’.7

Reasons why they got them right :From the context I inferred the answer.3Key words: 4Understood the words:12

More relaxed and comfortable, the speaker spoke more clearly. 13The first activity prepared me because of the similar context.14It was easier and there was a picture.1The key words helped me get the right answers.12

RaisingawarenessRaisingawareness

2.Talking about workplaces I know prepared me for the activity. (I had an idea of what I was going to listen to)

Yes – 11 No – 4 Yes – 14 No – 1

3.I didn’t have to understand everything to answer the first question.

Yes – 13 No – 2 Yes – 5 No – 10

4.The second time I listened to the passage I focused my attention on specific details.

Yes – 13 No – 2 Yes – 10 No – 4

5.Taking notes helped me during the activity. Yes – 5 No – 10 Yes – 3 No 11

(I didn’t take notes) (I didn’t take notes)

The relevance of strategy-use in the student’s point of view.The relevance of strategy-use in the student’s point of view.

1.The picture helped me to predict the context of the listening passage.

Yes – 9 No – 6 Yes – 13 No - 2

Experimental group Control group

Experimental group

More conscious - helped/hindered

More precise analyses and evaluation – performance

Most of them recognized the importance of strategy use.

A few students claimed not to use strategies as listening/reading for gist and details since they can always understand what they read or listen to.

Control group

Not so conscious –helped/hindered.

Attributed their difficulty partly to the speed of the speaker.

Were able to recognize some strategies we always use in class (paying attention to key words)

Recognized the importance of strategy use.

Comparing and contrasting.Comparing and contrasting.

Raising students awareness of strategy didn’t guarantee strategy-use.What lead students to use the strategies were their needs at those specific moments.Students who went through the raising awareness process:Were more conscious of their poptential;Saw themselves as part of the process;Were more mature and independent learners.

Students from the control group:Were not so conscious of their own learning processDidn’t see themselves as source of possible solutions for their difficulties.Used, recognized and attached importance to some strategies.

Summing up.Summing up.

Students from the experimental group scored higher than the control group on a reading test taken from PET exam.

Thank you.

Christiane Cacciarichrisrc@ uol.com.br

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