RESEARCH PAPER: LISTENING WITH TECHNOLOGY

Introduction

TEACHING LISTENING WITH TECHNOLOGY

Listening is also important because it:

  • occupies a big chunk of the time we spend communicating in the language. Think about the times you spend listening to others speak or listening to songs, news, lectures, YouTube, etc. Recent advances in technology have served to raise the profile of the listening skill in language teaching.
  • provides input that can be very significant for second language acquisition in general and for the development of the speaking skill in particular.
  • promotes non-linear processing of language and encourages learners to develop "holistic" strategies to texts.

 

Task

The final product would be a research paper about the topic Teaching Listening with technology.

Process

First, take a look on the following sites.

http://teflbootcamp.com/teaching-skills/teaching-efl-listening/

 

http://dspace.nuft.edu.ua/jspui/bitstream/123456789/995/1/3.pdf

http://es.slideshare.net/paulsze/developing-students-listening-skills-with-technology-and-eresources

 

http://djlutfia.blogspot.com/2014/05/teaching-listening-with-technology.html#pages/2

Then, make a research paper about the topic teaching Listening with technology.

It should include:

Cover page, introduction and  importance of the listening skills, important aspects about this skill, how to improve it, examples of sites to enhance technology into the listening skill, for each example write the site name, link, usage and ideas to apply it into your own teaching practice, and bibliography/egraphy.

For this, you can look for more sources. 

Evaluation

    Student Name:     ________________________________________

Your teacher will use this rubric to check your research paper. 

CATEGORY 4 3 2 1
Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8)
Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One or more topics were not addressed.
Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic.
Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented.
Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.
Paragraph Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Paragraphs included related information but were typically not constructed well. Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics. Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. Graphic organizer or outline has been started and includes some topics and subtopics. Graphic organizer or outline has not been attempted.
Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations Diagrams and illustrations are neat, accurate and add to the reader\'s understanding of the topic. Diagrams and illustrations are accurate and add to the reader\'s understanding of the topic. Diagrams and illustrations are neat and accurate and sometimes add to the reader\'s understanding of the topic. Diagrams and illustrations are not accurate OR do not add to the reader\'s understanding of the topic.
Notes Notes are recorded and organized in an extremely neat and orderly fashion. Notes are recorded legibly and are somewhat organized. Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders.

Conclusion

As language teachers, we need to think of how we can incorporate listening into our teaching and provide opportunities both inside and outside the classroom for our students to be exposed to significant listening input. 

Credits

This site was created by Lcda. M.A. Celeste Lemus

Teacher Page

Lcda. M.A Celeste Lemus

UMG Teacher