Improving Deficient Listening Skills in the Language Arts Program at the Middle Grades.

Autor/in	Alonso, Laura
Titel	Improving Deficient Listening Skills in the Language Arts Program at the Middle Grades.
Quelle	(1996), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Action Research; Classroom Communication; Classroom Techniques; Grade 7; Instructional Improvement; Interpersonal Communication; Junior High Schools; Language Arts; Listening Habits; Listening Skills; Metacognition; Middle Schools; Student Attitudes; Student Improvement; Illinois + Suchen Sie Ihr Suchwort? Projektforschung; Klassengespräch; Klassenführung; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtsqualität; Interpersonale Kommunikation; Sekundarstufe I; Sprachkultur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Middle school; Mittelschule; Mittelstufenschule; Schülerverhalten
Abstract	A project developed a program for improving deficient student-to-student listening skills. The targeted population consisted of 18 seventh-grade middle school students in a culturally diverse, lower middle class community in a near-western suburb of Chicago. The problem of deficient listening skills was evident through teacher observation and anecdotal records, student surveys, and low standardized listening test scores. Analysis of probable cause data revealed student apathy and passivity toward speakers' messages, noting that lack of trust leads to poor communication. Students displayed boredom and lack of motivation within the classroom setting through passive listening. A review of solution strategies suggested by knowledgeable others and an analysis of the problem setting resulted in the selection of one intervention: an emphasis on social skills instruction attempted to increase positive social interaction and active listening skills. Results from post-intervention data indicated an increase in student use of active listening skills in dyads and cooperative group settings. Findings revealed that students used metacognition to monitor and check their personal listening skills. Findings also suggest that students gained a heightened awareness of the elements of active listening. (Various forms and lesson plans are appended; contains 28 references.) (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC