Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Encouraging Students to Enhance Their Listening Performance
Cómo animar a los estudiantes para que mejoren su desempeño en comprensión oral por sí mismos
Keywords:
Autonomy, critical thinking, teacher’s role, teaching listening (en)Autonomía, enseñanza de comprensión oral, función del profesor, pensamiento crítico (es)
This article reports on a pedagogical experience carried out at a Colombian university to help pre-service teachers at an intermediate level of English to improve their aural comprehension. The students were given the task of designing listening activities to be worked on as micro-teaching sessions and were asked to describe their experience by answering a survey. The results showed that students developed the ability to think critically since they needed to make the best decisions regarding the audio level and the design of the activities. They also appeared to have become more autonomous as they realized they could be responsible for their improvement in listening. Additionally, there were evident changes in the teachers’ roles.
En este artículo se describe la experiencia pedagógica desarrollada en una universidad colombiana con el propósito de ayudar a los estudiantes de inglés intermedio de una licenciatura a mejorar su comprensión auditiva. Se pidió a los estudiantes desarrollar actividades de escucha para ser trabajadas en sesiones de microenseñanza y describir su experiencia, contestando una encuesta. Los resultados evidenciaron que los estudiantes desarrollaron su pensamiento crítico en la medida que necesitaban tomar decisiones con respecto al nivel de dificultad del audio y al diseño de las actividades mismas. También se mostraron más autónomos por cuanto se hicieron conscientes de su responsabilidad en el mejoramiento de su comprensión oral. Adicionalmente, se dieron cambios en los papeles del profesor.
Downloads
References
Benson, P. (2001). Teaching and researching autonomy in language learning. Essex, UK: Longman.
Field, J. (1998). Skills and strategies: Towards a new methodology for listening. ELT Journal, 52(2), 110-118.
Krashen, S. D. (1981). Second language acquisition and second language learning [HTML version]. Retrieved from: http://www.sdkrashen.com/SL_Acquisition_and_Learning/cover.html
Paul, R. (1992, April). Critical thinking: Basic questions and answers [Interview for Think Magazine]. Retrieved from http://www.criticalthinking.org/aboutCT/CTquestionsAnswers.cfm
Paul, R., & Elder, L. (2007). The miniature guide to critical thinking: Concepts and tools [PDF version]. Retrieved from http://www.d.umn.edu/~jetterso/documents/CriticalThinking.pdf
Paul, R., Willsen, J., & Binker, J. A. (Eds.). (1993). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Pearson Longman. (n.d.). Teacher’s guide to the Common European Framework [PDF version]. Retrieved from http://www.pearsonlongman.com/ae/cef/cefguide.pdf
Richards, J. (1990). The language teaching matrix. Cambridge, UK: Cambridge University Press.
Vandergrift, L. (2002). Listening: Theory and practice in modern foreign language competence. Retrieved from: https://www.llas.ac.uk/resources/gpg/67
License
Copyright (c) 2013 Sonia Patricia Hernandez-Ocampo, María Constanza Vargas
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
