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Listening comprehension is considered one of the more difficult language skills to teach, which has caused a debate regarding what impact English varieties have on the learners of English. Previous research is divided, with researchers stating that English varieties influence intelligibility and comprehensibility of speech in listening comprehension, while others claim it has no effect. This study aims to investigate Swedish teachers’ attitudes to English varieties in listening comprehension and what affects their choice of teaching material used in listening comprehension contexts. A survey was conducted alongside semi-structured interviews with teachers from upper secondary schools in Sweden. Four counties in Sweden were randomly selected, and all the teachers from each county were contacted with requests to participate in the study. In total, 35 teachers answered the survey, and six participated in the interviews. The results show that teachers are united in that learners of English should be exposed to different English varieties in listening comprehension. However, they are divided on its importance in other contexts, such as if the content of the teaching material used in listening comprehension is more important than the English variety used. They are also divided on if the English varieties affected their choice of teaching material to use in listening comprehension at all.

國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：使用真實語料做為高中生英語聽力輔助教材之個案研究 指導教授：彭欽清 研究生：林宜如 論文提要內容： 本研究旨在分析探討以廣播真實語料 (authentic broadcast materials) 做為台灣高中生英語聽力輔助教材之可能性，並兼論不同題型設計 (task types) 對不同程度學生聽力表現上的影響，以期能夠提供高中英語教師在英聽教學教材上的另一選擇及英聽測驗的方針。 實驗對象為41位高一學生。學生在學期初以全民英檢聽力測驗結果分為高、中、低三種程度，並接受為期十週的廣播英聽訓練。實驗過程中搭配以不同測驗題型來協助並檢視學生英聽理解力。學期結束前再以同樣之英檢試題做為後測。 本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象的英文學習背景；（二）學生英聽困難的分析；（三）學生對選材及不同題型的看法。量的分析則以SPSS統計法，包括（一）前後測統計數值的差異；（二）取材（text types）與後測英聽成效的關係；（三）題型（task types）與後測英聽成效的關係。 研究結果發現：受試者在收聽廣播真實語料上最大的困難在於速度及連音。但經過廣播真實語料的英聽訓練後，高程度組不但在後測表現上有明顯進步，且較習慣於外國人的速度及連音，並能接受更長篇的真實語料。至於題型設計對英聽成效影響不大，但是，從學生問卷發現，高程度者認為克漏字題型較有助於英聽訓練，而中、低程度者則都認為選擇題較有助於英聽訓練。最後，本研究提出一些英語聽力教學上的建議：（一）教學初期只要求學生達到重要但簡單的基本目標；（二）教導學生分辨中英文語言的差異以及口說與書寫英文的不同特性；（三）設計多樣化的題型。最後，希望本研究能對台灣的高中英語聽力教學有所助益。 / ABSTRACT This study aims chiefly at the feasibility of using authentic English broadcast programs as supplementary materials in listening comprehension training for EFL senior high school students. It also discusses the effect of different task types on different proficiency levels in English listening comprehension performance, in the hope that the research would provide other alternative of supplementary listening materials and test designs as a reference for senior high school teachers. The research is conducted among 41first-year senior high school students. In the beginning of the first semester in fall, 2002, the subjects were divided into three proficiency levels (high, middle and low) according to the results of their performance on the GEPT listening comprehension as a pretest. Then they were given a ten-week authentic English broadcast listening training. During the course of training, different task types were provided to evaluate students’ listening proficiency and to help them to the focus of the test. At the end of the semester, the same GEPT listening task was administered as a posttest. The research adopts both qualitative and quantitative data analyses. Qualitative analyses consist of (1) the subjects’ English learning background, (2) the English listening comprehension difficulties encountered by the subjects, and (3) students’ views on different test and task types. By using SPSS, the quantitative analyses incorporate (1) the difference of statistical values between the pretest and posttest, (2) the correlation between text types and proficiency performance on the posttest, and (3) the correlation between task types and proficiency performance on the posttest. The research has found out that in listening to authentic English broadcast, the major difficulties encountered by the subjects are speed and linkage. Nevertheless, after the ten-week systematic training, the high-achievers are found to have improved obviously in their posttest performance. Little by little the subjects, especially the high-achievers, are not only adapted to the speed and linkage in authentic speech but also used to longer utterance by native speakers. Furthermore, it is also found in the research that the task types have little effect on the subjects’ listening performance. However, from the analysis of the subjects’ feedback questionnaire, the research has found that high-proficiency students reveal that cloze test types are helpful for the training of listening comprehension, while the middle- and low-achievers prefer the multiple choices. It is suggested that in teaching English listening comprehension teachers should (1) start with requiring students to achieve the basic goals the teacher considers essential in comprehension certain types of tasks, (2) teach students to differentiate the features between English and Chinese as well as those between spoken English and written English, and (3) design diverged types of tasks for students to practice listening skills. It is hoped that this research would make some contribution to English listening comprehension teaching in senior high schools in Taiwan.

This diploma thesis deals with the use of music and songs in teaching English as foreign language at B1 level. Its aims are the analysis of the song activities presented in various sources, creating the song activities, their pilotage in the classroom and subsequent evaluation. It is divided into five chapters. The theoretical part deals with listening comprehension as a skill, its relation to other skills, its definitions, reasons for teaching listening comprehension, its principles, approaches towards teaching listening comprehension and sources of listening comprehension activities. Furthermore, the development of language skills at intermediate level is presented and the essential parts introduces reasons for using songs in the development of listening comprehension skills, alternative use of music and songs and classification of song activities. The practical part covers the analysis of the song activities presented in three different course books at intermediate level and their comparison with the song activities presented in other sources. The research examines the application of the chosen song activities in practice and students' perception of them. . Key words: Listening comprehension skill, song activities, motivation, listening to songs, lyrics

Made available in DSpace on 2016-04-28T18:23:21Z (GMT). No. of bitstreams: 1 Antonieta Cristina Simonato Tonetti.pdf: 1420566 bytes, checksum: a4c7cc0d525131fb8417103e2d9af73a (MD5) Previous issue date: 2007-02-15 / This research aims at investigating how a language learning material using DVD films can contribute to the development of the listening comprehension and the learning process of a public school group of students. The material was designed according to the teaching-learning and language approaches suggested by Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 1998). The theoretical bases for this study are the Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 1998), the sociointeractionist view suggested by Vygotsky (1934/1998). Theories of the listening comprehension process defended by Ellis (2003), Rost (2002), Vandergrift (1999), Richards (1999), Anderson e Lynch (1988) and the use of films for the development of the listening comprehension process by Luo (2004), King (2002), Katchen (2001) Cunning (2001), Stempleski & Tomalin, (2001), Thanajaro (2000) and Chung (1999) were relevant to this research. This study was conducted in the teacher-researcher s classroom with 15 students of the 2nd High School grade of a public school in Santos. The data were collected in the second semester of 2005 by perceptive questionnaires, an interview and teacher s reflective diaries. The results showed that the language learning material with DVD films can contribute to the learning and the development of listening comprehension process of public school group of students / Esta pesquisa tem por objetivo investigar as percepções dos alunos sobre uma unidade didática com filmes em DVD e verificar como essa unidade pode contribuir para o desenvolvimento do processo de compreensão oral e aprendizagem de um grupo de alunos de uma escola pública. A unidade didática foi elaborada de acordo com os pressupostos teóricos de ensino-aprendizagem e de linguagem apregoados pelos Parâmetros Curriculares Nacionais de Língua Estrangeira (Brasil, 1998). Os alicerces que fundamentam este estudo são os Parâmetros Curriculares Nacionais de Língua Estrangeira (Brasil,1998), a abordagem sociointeracionista de ensino aprendizagem proposta por Vygotsky (1934/1998). Também foram relevantes para este trabalho conceitos sobre o processo de compreensão oral defendidos por Ellis (2003), Rost (2002), Vandergrift (1999), Richards (1999) Anderson e Lynch (1988), além dos conceitos sobre a utilização de obras cinematográficas no ensinoaprendizagem de língua estrangeira defendidos por Luo (2004), King (2002), Katchen (2001) Cunning (2001), Stempleski & Tomalin (2001), Thanajaro (2000) e Chung (1999). A pesquisa foi realizada na sala de aula da professora-pesquisadora com 15 alunos focais da 2ª série do Ensino Médio da rede pública estadual situada na cidade de Santos-SP. A coleta de dados foi feita no segundo semestre de 2005, por meio de questionários, diários reflexivos da professora pesquisadora e uma entrevista. Os resultados mostraram que a unidade com filmes em DVD pode auxiliar no desenvolvimento da compreensão oral de um grupo de alunos e trazer ganhos para a aprendizagem

Com o avanço das tecnologias, dos processos de internacionalização das universidades e da crescente possibilidade de interação em contextos profissionais, as situações de comunicação em língua estrangeira têm sido cada vez mais presentes. Inserido nesse cenário, o indivíduo deve ser capaz de compreender documentos orais e escritos, expressar-se e interagir em uma determinada língua estrangeira. No âmbito do ensino-aprendizagem do Francês Língua Estrangeira, estudos realizados apontam a compreensão oral como uma das competências mais difíceis de desenvolver e uma das mais indispensáveis para favorecer a interação em língua francesa (GREMO; HOLEC, 1990, PORCHER, 1995; CORNAIRE, 1998; CUQ; GRUCA, 2009). Tal constatação nos levou a refletir, a discutir e a investigar quais seriam as questões centrais relacionadas à compreensão oral que deveriam integrar a formação inicial do professor de francês visando seu desenvolvimento para o ensino dessa competência em sala de aula a partir do uso de documentos orais autênticos. As referências teóricas adotadas basearam-se nos estudos acima sobre compreensão oral, sobre a postura crítico-reflexiva do professor (BROWN, 1997; SHÖN, 2000; PERRENOUD, 2002; ALMEIDA FILHO, 1997, 2000, 2006) e, também, sobre o desenvolvimento e mobilização do sentido de plausibilidade (PRABHU, 1987, ALMEIDA FILHO, 1997). Para a realização desta pesquisa, de natureza qualitativa-interpretativista, selecionamos o método pesquisa-ação (THIOLLENT, 1986). Inserida em contexto de formação inicial de professores, esta pesquisa integrou a disciplina Atividades de Estágio, do Curso de Licenciatura em Letras/Francês da Universidade de São Paulo por meio da elaboração e aplicação do módulo Ensino da compreensão oral em Francês. Com o auxílio de instrumentos formativos metarreflexivos, que configuraram espaço de reflexão crítica, os participantes foram levados a analisar as proposições de atividades de compreensão oral elaboradas e apresentadas pelo professor-pesquisador com objetivo de conscientizar o futuro professor a respeito dos critérios a serem considerados para seleção, análise e didatização de documentos orais. Ademais, durante o desenvolvimento do módulo, os participantes foram levados a propor atividades de compreensão oral que foram igualmente analisadas dentro da perspectiva teórica adotada. O corpus desta pesquisa foi constituído, portanto, pelas respostas dos participantes registradas nos questionários e nas fichas metarreflexivas utilizadas ao longo da formação, bem como pelas atividades elaboradas por eles. Num primeiro momento, as análises dos resultados mostraram a necessidade de reforçar o ensino da compreensão oral como item de formação didático-metodológica nas disciplinas de Licenciatura dos Cursos de Letras, o que significa discutir as etapas de seleção, análise e didatização de documentos orais junto aos licenciandos. Num segundo momento, a análise dos dados obtidos demonstrou que os instrumentos de metarreflexão utilizados na pesquisa favoreceram a participação dos futuros professores e contribuíram para o desenvolvimento de sua reflexão-crítica. Por último, a conscientização dos procedimentos didático-metodológicos, visando o desenvolvimento da compreensão oral em língua estrangeira, aproxima o aluno em formação de situações de sala de aula e permite, no espaço de formação inicial na Licenciatura, que vários questionamentos sejam realizados, gerando mais aprendizado e promoção de autonomia nos futuros professores. / With the advance of technologies, the internationalization process of the universities and the increasing possibility of interaction in professional contexts, the situations of communication in foreign language have been more and more present. Inserted in this scene, the individual must be able to comprehend oral and written documents, express him/herself and interact in certain foreign language. In the scope of the teaching and learning of French as a foreign language, the studies pointed out the Listening as one of the most difficult skills to develop and one of the most essential to favor the interaction in French language (GREMO ; HOLEC, 1990; PORCHER, 1995; CORNAIRE, 1998; CUQ e GRUCA, 2009). Such confirmation led us to reflect, discuss and investigate what would be the central questions related to Listening comprehension that should take part in the initial formation of the French teacher aiming his/her development to teach this skill in class by using authentic oral documents. The theoretical references used were based on the Listening studies above, on the teachers critical reflective practice (BROWN, 1997; SHÖN, 2000; PERRENOUD, 2002; ALMEIDA FILHO, 1997, 2000, 2006) and also on the development and mobilization of the sense of plausibility (PRABHU, 1987; ALMEIDA FILHO, 1997). To carry this research out, a qualitativeinterpretative one, we selected the action research method (THIOLLENT, 1986). Inserted in a context of teachers initial formation, this research was part of the discipline Atividades de Estágio, from the undergraduate course in Languages/French of the University of São Paulo by means of elaborating and applying the module Ensino da compreensão oral em Francês. With the help of metareflective formative instruments, that define the space of critical reflection, the participants were encouraged to analyze the Listening activities propositions elaborated and presented by the teacher-researcher with the objective to make the future teacher aware of the criteria to be considered in selecting, analyzing and using oral documents. Furthermore, during the development of the module, the participants were led to propose listening activities that were analyzed in the same way considering the theoretical perspective adopted. This research corpus was constituted, though, by the participants answers filled in the questionnaires and metareflective cards used during the formation, as well as the activities made by them. At a first moment, the results analyses revealed the necessity to reinforce the teaching of Listening as an educational-methodological formation item in the disciplines of the undergraduate course in Languages, which means to discuss the stages of selecting, analyzing and using oral documents with the undergraduate students. At a second moment, the collected data analysis showed that the instruments of metareflection used in the research encouraged the participation of the future teachers and contributed towards the development of their reflection-critic. Finally, the awareness of the educationalmethodological procedures, aiming the development of Listening in foreign language, bring the student in formation closer to class situations and stimulate, in the space of the undergraduate initial formation, the formulation of many questions, generating more learning and the promotion of autonomy in future teachers.

Com o avanço das tecnologias, dos processos de internacionalização das universidades e da crescente possibilidade de interação em contextos profissionais, as situações de comunicação em língua estrangeira têm sido cada vez mais presentes. Inserido nesse cenário, o indivíduo deve ser capaz de compreender documentos orais e escritos, expressar-se e interagir em uma determinada língua estrangeira. No âmbito do ensino-aprendizagem do Francês Língua Estrangeira, estudos realizados apontam a compreensão oral como uma das competências mais difíceis de desenvolver e uma das mais indispensáveis para favorecer a interação em língua francesa (GREMO; HOLEC, 1990, PORCHER, 1995; CORNAIRE, 1998; CUQ; GRUCA, 2009). Tal constatação nos levou a refletir, a discutir e a investigar quais seriam as questões centrais relacionadas à compreensão oral que deveriam integrar a formação inicial do professor de francês visando seu desenvolvimento para o ensino dessa competência em sala de aula a partir do uso de documentos orais autênticos. As referências teóricas adotadas basearam-se nos estudos acima sobre compreensão oral, sobre a postura crítico-reflexiva do professor (BROWN, 1997; SHÖN, 2000; PERRENOUD, 2002; ALMEIDA FILHO, 1997, 2000, 2006) e, também, sobre o desenvolvimento e mobilização do sentido de plausibilidade (PRABHU, 1987, ALMEIDA FILHO, 1997). Para a realização desta pesquisa, de natureza qualitativa-interpretativista, selecionamos o método pesquisa-ação (THIOLLENT, 1986). Inserida em contexto de formação inicial de professores, esta pesquisa integrou a disciplina Atividades de Estágio, do Curso de Licenciatura em Letras/Francês da Universidade de São Paulo por meio da elaboração e aplicação do módulo Ensino da compreensão oral em Francês. Com o auxílio de instrumentos formativos metarreflexivos, que configuraram espaço de reflexão crítica, os participantes foram levados a analisar as proposições de atividades de compreensão oral elaboradas e apresentadas pelo professor-pesquisador com objetivo de conscientizar o futuro professor a respeito dos critérios a serem considerados para seleção, análise e didatização de documentos orais. Ademais, durante o desenvolvimento do módulo, os participantes foram levados a propor atividades de compreensão oral que foram igualmente analisadas dentro da perspectiva teórica adotada. O corpus desta pesquisa foi constituído, portanto, pelas respostas dos participantes registradas nos questionários e nas fichas metarreflexivas utilizadas ao longo da formação, bem como pelas atividades elaboradas por eles. Num primeiro momento, as análises dos resultados mostraram a necessidade de reforçar o ensino da compreensão oral como item de formação didático-metodológica nas disciplinas de Licenciatura dos Cursos de Letras, o que significa discutir as etapas de seleção, análise e didatização de documentos orais junto aos licenciandos. Num segundo momento, a análise dos dados obtidos demonstrou que os instrumentos de metarreflexão utilizados na pesquisa favoreceram a participação dos futuros professores e contribuíram para o desenvolvimento de sua reflexão-crítica. Por último, a conscientização dos procedimentos didático-metodológicos, visando o desenvolvimento da compreensão oral em língua estrangeira, aproxima o aluno em formação de situações de sala de aula e permite, no espaço de formação inicial na Licenciatura, que vários questionamentos sejam realizados, gerando mais aprendizado e promoção de autonomia nos futuros professores. / With the advance of technologies, the internationalization process of the universities and the increasing possibility of interaction in professional contexts, the situations of communication in foreign language have been more and more present. Inserted in this scene, the individual must be able to comprehend oral and written documents, express him/herself and interact in certain foreign language. In the scope of the teaching and learning of French as a foreign language, the studies pointed out the Listening as one of the most difficult skills to develop and one of the most essential to favor the interaction in French language (GREMO ; HOLEC, 1990; PORCHER, 1995; CORNAIRE, 1998; CUQ e GRUCA, 2009). Such confirmation led us to reflect, discuss and investigate what would be the central questions related to Listening comprehension that should take part in the initial formation of the French teacher aiming his/her development to teach this skill in class by using authentic oral documents. The theoretical references used were based on the Listening studies above, on the teachers critical reflective practice (BROWN, 1997; SHÖN, 2000; PERRENOUD, 2002; ALMEIDA FILHO, 1997, 2000, 2006) and also on the development and mobilization of the sense of plausibility (PRABHU, 1987; ALMEIDA FILHO, 1997). To carry this research out, a qualitativeinterpretative one, we selected the action research method (THIOLLENT, 1986). Inserted in a context of teachers initial formation, this research was part of the discipline Atividades de Estágio, from the undergraduate course in Languages/French of the University of São Paulo by means of elaborating and applying the module Ensino da compreensão oral em Francês. With the help of metareflective formative instruments, that define the space of critical reflection, the participants were encouraged to analyze the Listening activities propositions elaborated and presented by the teacher-researcher with the objective to make the future teacher aware of the criteria to be considered in selecting, analyzing and using oral documents. Furthermore, during the development of the module, the participants were led to propose listening activities that were analyzed in the same way considering the theoretical perspective adopted. This research corpus was constituted, though, by the participants answers filled in the questionnaires and metareflective cards used during the formation, as well as the activities made by them. At a first moment, the results analyses revealed the necessity to reinforce the teaching of Listening as an educational-methodological formation item in the disciplines of the undergraduate course in Languages, which means to discuss the stages of selecting, analyzing and using oral documents with the undergraduate students. At a second moment, the collected data analysis showed that the instruments of metareflection used in the research encouraged the participation of the future teachers and contributed towards the development of their reflection-critic. Finally, the awareness of the educationalmethodological procedures, aiming the development of Listening in foreign language, bring the student in formation closer to class situations and stimulate, in the space of the undergraduate initial formation, the formulation of many questions, generating more learning and the promotion of autonomy in future teachers.

Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed listening comprehension posttest to see which improved more, along with several surveys to learn more about extraneous variables and the student experience with the activity. The results showed no significant difference between the two groups, but this is likely due to the many limitations of the study. The two biggest limitations were that of the 75 potential participants, only 13 allowed for their information to be used and had usable information, and that all of those 13 participants did too well on both posttests to be able to differentiate between them, so no conclusions were able to be drawn from this study.