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Teaching Listening: Theory and Practice Fall 2006 Tentative Course Syllabus Instructor: Stephanie Chen Office: 821 Cheng E-mail: [email protected] Phone: 23632664, ext. 221 (Please do not leave messages.) Office Hours: By appointment; Tuesday 12:00-1:00 PM Goal: This course provides the opportunity for participants to explore issues related to the teaching and learning of L2/FL listening. Objectives: Upon finishing the course, you will be able to 1. describe and/or explain second/foreign language listening comprehension research to date, 2. describe and/or explain indices/guidelines/standards of listening, 3. compare and evaluate teaching materials on teaching listening, 4. utilize internet resources concerning listening, 5. describe and/or explain strategies of listening, 6. design and conduct listening activities, 7. describe, explain, and create ways to assess listening, 8. propose a study on the teaching and learning of listening. Textbooks: Buck, G. (2001). Assessing Listening. UK: Cambridge University Press. * Flowerdew, J., & Miller L. (2005). Second Language Listening: Theory and Practice. UK: Cambridge University Press. Rost, M. (2002). Teaching and Researching Listening. UK: Pearson Education. Supplementary Materials: Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals 31, 2: 169-190. Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Pearson Education. Oxford. R. L. (1993). Research update on teaching L2 listening. System 21, 2: 205-211. Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal 78: 199-221. White, G. (2001). Listening. UK: Oxford University Press. Activities/ Requirements: The activities in class are lectures, discussions on assigned readings (with class members as facilitators), demonstrations, oral reports, and presentations on research projects. The required responsibilities of a participant in this class are thus as follows: 1. Facilitating the discussion for the assigned reading or readings (30 min.), 2. Leading a 10 to 15 min. discussion on a topic/question or issue related to the teaching and learning of listening, 3. Doing two of the three tasks below and presenting the results, Material/textbook evaluation (30 min., with a partner) a listening activity (30 min., with a partner) designing testing samples or assessment tools (30 min., with a partner) 4. Doing twice a 15 min. oral report of a research article of your choice, 5. Doing a 20 min. presentation on ways to collect data for a hypothesis/research question of interest to you,

6. Writing a paper of 7 to 10 pages, with at least 5 references. (The paper should include the following sections: rationale, research questions/hypotheses, 5 annotated references, data collection procedure/method, limitation, and references.) Attendance and Participation: Please note that participation is 10% of your final score. At the end of the semester, you will be asked to evaluate each other on this part of the scoring. Criteria relevant to the evaluation will be discussed in the first day of class. Scoring: Facilitation (0% or 10%) Presentation: Material/Textbook Evaluation (peer evaluation) Demo: Listening Activity (peer evaluation) Presentation: Testing/Assessment Tool (peer evaluation) Oral Report: Self-Selected Research Article (0% or 10%) Presentation: Data Collection for a Hypothesis/Research Question Paper evaluation) Extra Credits (2-3%, max. 5%)

20% 10%

10%

15% 15% 15%

20% 10%

Participation (peer 5%

Tentative Course Plan: Week Date Content 1 9/26 --getting started --previous research in listening (Burne, Oxford, Rubin) ---DW: about the paper: what experiences you have had teaching and/or learning listening, what interests you most, what would you like to know about most, what are the problems 2 10/3 historical background F&M chapter 1: F&M chapter 2: F&M chapter 3: F&M chapter 4: 3 10/10 no class 4 10/17 listening styles and strategies; pedagogical model F&M chapter 5: F&M chapter 6: F&M chapter 7: due: annotated reference #1 5 10/24 case studies; listening and technology F&M chapter 8: F&M chapter 9: Oral Report (4): 6 10/31 input; instructional design Rost chapter 9: Rost chapter 10: Oral Report (4): 7 11/7 listening and technology Guest Speaker: Prof. Howard H. Chen 8 11/14 Material (2 pairs): Oral Report (5): due: annotated reference #2 & # 3 about the paper: rationale & research questions/hypotheses 9 11/21 testing listening F&M chapter 10: Material (2 pairs):

Oral Report (4): 10 11/28 testing listening F&M chapter 11: Activity (2 pairs): Oral Report (3): 11 12/5 testing listening Buck chapter 2: Activity (2 pairs): Oral Report (3): due: annotated reference #4 12 12/12 testing listening Buck chapter 4: Activity (1 pair): Testing (2 pairs): Oral Report (3): due: annotated reference #5 13 12/19 testing listening Buck chapter 5: Buck chapter 6: Testing (3 pairs): 14 12/26 researching listening Rost chapter 12: Rost chapter 13: 15 1/2 Individual Conference 16 1/9 Presentation: Data Collection 17 1/16 Presentation: Data Collection 18 1/23 paper due Participants ( ): Visitors ( ):

Teaching Listening Fall 2006 Instructions: Annotated References You are asked to write 5 annotated references to fulfill the requirement of the course. When you write the references, please note the following: 1. Select a research article or a book chapter (which cannot be a chapter that is already selected for class discussion) that seems interesting to you. The article or the chapter must have to do with teaching and/or learning of L1/L2/FL listening. 2. Read the article/chapter. 3. Write an essay between 250 and 300 words about the article/chapter. The essay must include a short summary of the article, and may include any of the following: questions that you want to ask, ideas or ways to do research you find interesting and/or useful in the article/chapter and why, ideas or ways to do research you find problematic and/or questionable and why, a research idea that you have in relation to this article/chapter, etc. 4. Remember to write down on top of the essay your name, the number of the reference, the date, and the source. For example: Name: Stephanie

Reference: #1 Date: Oct. 17, 2006 Source: Flowerdew, J., & Miller L. (2005). Second Language Listening: Theory and Practice. UK: Cambridge University Press. Chapter 1. 5. The due days of the annotated references are: 10/17, #1; 11/14, #2 and #3; 12/5, #4; and 12/12, #5. 6. Select the references carefully so that they would help you develop some research questions and hypotheses for your final paper. 7. Use two of the references to make the oral reports in class. 8. Collect all references after they are returned to you and attach them to your final paper.

Teaching Listening Fall 2006 Instructions: Oral Report You are asked to do two oral reports on research articles or book chapters of your own choice. The purpose of the task is for you to introduce to your classmates what you find interesting and useful in the recent development of teaching and learning listening that is not sufficiently covered by the assigned readings in class. Each time when an “Oral Report” is scheduled, there will be 3 to 5 presenters doing their oral reports at the same time. The reports will take the form of poster session presentations, which allow the presenters to enjoy more communication with participants (one-to-one to one-to-a small group). For such presentations, you use charts, graphs, illustrations, and summaries to convey information quickly and effectively, without the formality of other types of presentation. Please read the instructions below for more information. 1. Sign up for the task on the first day of class. You are required to the reports twice. 2. Begin to look for and select articles or book chapters appropriate for the annotated references and this task early in the semester. 3. The selected articles or book chapters should not be too dated (say, before 1986). Of course those “classics” are exceptions in this case. 4. Read the article/chapter and write the annotated reference(s). 5. Prepare materials (speaking and visual) to present in the report(s) using your annotated reference as an guideline. 6. During the presentation, first each presenter will announce their topics so that participants can decide which presentations they will go to. 7. Then the presenters conduct a 15 to 20 minutes on the article/book chapter. 8. Finally participants have 5 minutes to ask questions 9. Each time an Oral Report is scheduled, there will be 2 to 3 rounds of presentations, depending on the number of presenters. (Each round is about 25 minutes in length, as described above.) 10. This task is pass or fail. No scoring will be done. 11. Please note that audio-visual equipment cannot be used.

Teaching Listening Fall 2006 Instructions: Listening Activity Instructions: 1. You are asked to do a 30-minute pair-work presentation/demonstration on how a listening activity is designed and conducted. 2. In the presentation you will a. give the activity a name, b. describe and explain your motivation(s) of designing the activity, c. state the aims/goals of the activity, d. provide specifications such as level, time, preparation, listening/viewing materials (where you get it and how you modify it), other materials (pictures, tables, questions, etc), equipments, procedure, variations (if any), and followups (if any), e. demonstrate how the activity is conducted, f. and describe and explain the difficulties and problems you encounter, and the decisions you make during preparation. 3. You as a pair can share the work (preparation and demonstration) any way you want as long as it is fair. 4. Your presentation/demonstration is 15% of your final grade and it will be peer evaluated on pair basis. 5. In the last 5 minutes, designated listeners (your classmates) will be asked to give you feedback orally, and all listeners will give you written feedback when the activity is finished.