A Language Teaching Strategy for Listening Comprehension.

Autor/inn/en	Maiztegui, Susana M.; Kestelman, Rosa
Titel	A Language Teaching Strategy for Listening Comprehension.
Quelle	(1973), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Communication (Thought Transfer); Comprehension; Educational Strategies; Experimental Groups; Intellectual Development; Kinesthetic Methods; Kinesthetic Perception; Language Instruction; Listening Comprehension; Listening Habits; Motivation Techniques; Retention (Psychology); Second Language Learning; Student Attitudes; Student Motivation; Teaching Methods; Translation + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Verstehen; Verständnis; Lehrstrategie; Mental development; Geistige Entwicklung; Kinaesthetic perception; Ästhetische Wahrnehmung; Hörverständnis; Motivationsförderung; Merkfähigkeit; Zweitsprachenerwerb; Schülerverhalten; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study of listening comprehension skills in foreign language classes compared the level of retention achieved by students trained to listen and perform versus students trained to listen and observe. Physical movement during training was not shown to be a critical factor in achievement. However, the experiment revealed a significant difference in student attitudes toward the techniques, indicating that motivation is weak when students learn in an inert way; it is preferable to have them make a physical response to the foreign commands. In addition, the inactive observers engaged in a significantly higher amount of silent translation during the training than students in motion, who make direct associations between the acoustic image and its meaning. A total physical response approach in order to develop listening fluency has proved very effective. However, there are some hurdles in the use of this technique in regular classroom situations where it might be difficult for fifteen or more students to move simultaneously around the room, or where people of different cultures feel reluctant and uncomfortable doing so. (Author/HW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01