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Student transcription for reflective language learning

Student transcription for reflective language learning

 Cowie, Neil.
 2018.
 p. 435–444. English
Language Teaching.Kĩ năng nghe.Listening skillsCông nghệ số.Authentic source.Digital Technology.
Tác giả CN Cowie, Neil.
Nhan đề Student transcription for reflective language learning / Neil Cowie.
Thông tin xuất bản 2018.
Mô tả vật lý p. 435–444.
Tóm tắt Transcribing is a well-established technique that allows language students to analyse their own conversations and recorded talks. In the past it may have been difficult for a teacher to organize transcription by all students in one class on a regular basis but with the use of digital technology it is now relatively easy for students to transcribe their own talks and online recordings. This study describes procedures for carrying out these tasks in a Japanese university English listening course. From an analysis of the student reflective comments various categories emerge including dealing with difficult sounds and unknown words, listening and speaking strategy use, and peer-recommended listening websites. Using the framework of exploratory practice, these student insights are recycled by the teacher into subsequent lessons. This cycle of transcription, reflection, and feedback acts as an authentic source for student concerns about how to improve their conversational and listening skills.
Thuật ngữ chủ đề Language Teaching.
Từ khóa tự do Kĩ năng nghe.
Từ khóa tự do Listening skills
Từ khóa tự do Công nghệ số.
Từ khóa tự do Authentic source.
Từ khóa tự do Digital Technology.
Nguồn trích ELT Journal- 2018, Volume 72, No.4
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Transcribing is a well-established technique that allows language students to analyse their own conversations and recorded talks. In the past it may have been difficult for a teacher to organize transcription by all students in one class on a regular basis but with the use of digital technology it is now relatively easy for students to transcribe their own talks and online recordings. This study describes procedures for carrying out these tasks in a Japanese university English listening course. From an analysis of the student reflective comments various categories emerge including dealing with difficult sounds and unknown words, listening and speaking strategy use, and peer-recommended listening websites. Using the framework of exploratory practice, these student insights are recycled by the teacher into subsequent lessons. This cycle of transcription, reflection, and feedback acts as an authentic source for student concerns about how to improve their conversational and listening skills.
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653[0 ] |a Kĩ năng nghe.
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