Chapter 6

Click on the following links - please note these will open in a new window.

Article 1: Kobeleva, P. P. (2012). Second Language Listening and Unfamiliar Proper Names: Comprehension Barrier? RELC Journal, 43(1), 83–98. doi:10.1177/0033688212440637

Questions that apply to this article:

1. Find where the author notes that “no ESL learner can claim that they have mastered English if they do not understand common words, for instance person or town.” Because proper names are used far less than most other words in English, what obstacles might a nonnative speaker of English who is learning the language experience with regard to proper names?
2. Identify where the author suggests that reading has been a better tool for comprehension for nonnative speakers of English than has been the case with listening. Why might this be? Do you know anyone who is a nonnative speaker of English? If so, did they learn proper names by listening or by reading? How might a person determine the proper sounds/pronunciation of proper names if they do not listen to them?
3. Find where the author states that “Kelly concluded that insufficient vocabulary knowledge is ‘the main obstacle to listening comprehension with advanced foreign language learners.’” How do you think that knowledge of vocabulary can help someone to better comprehend what they listen to in various contexts?
4. Locate where the author suggests that it “is recommended that teachers be flexible when setting up listening tasks and use different techniques depending on what depth of understanding the learners are supposed to achieve.” Did you learn your native language through carried techniques? If you speak a second language or if you are a nonnative speaker of English, did you learn English through varied techniques?

Article 2:  Johnson, I. W., Barker, R. T., & Pearce, C. G. (1995). Using journals to improve listening behavior:  An exploratory study. Journal of Business and Technical Communication, 9, 475-483.

In this study, students made daily written observations of one of their listening behaviors for one week at a time.  The authors were trying to discover ways of more effectively teaching listening skills.

Questions that apply to this article:

1. What was the most predominant theme that emerged from the student’s journals? What were some of the main reasons students gave for poor listening?
2. Consider that some of the listening problems students reported were attributed to the speaker, some to the message, some to the situation, and some to the student herself or himself. In addition to training in listening skills, what else could be done in a classroom environment to improve student listening? Consider changes that could be made by the speaker, changes that could be made to the message, and changes that could be made in the classroom setting.
3. This study was completed in 1995 and reported many of the same findings as research published in 1957. Do you think there would be different findings if the study were repeated today? Do you think students are generally better listeners today, poorer listeners, or about the same?  What evidence can you offer for your judgment?
4. The authors conclude that using journals is an effective way to help students reflect on their own listening behaviors and to ultimately improve their listening skills. Do you agree with the authors?