Example

Let us take an example of the consecutive pre-listening activities we are proposing, that is, providing pre-listening assistance to students by degrees. Pre-listening tasks for Phase 1, Phase 2, and additional phases are presented to illustrate the sequence. As explained in 6,3, Phase 1 is indispensable, while Phase 2 and other additional phases are optional if the students

which is a family's dialogue about diet, and the

comprehension-check questions are shown in Appendix 12, as space here is

limited.

(1) Pre-listening Task for Phase 1

The task for the first pre-listening phase is designed to

stimulate the students to tackle their listening work with

enthusiasm. In the following example, students first predict the contents of the listening text, utilizing an illustration of the situation and the people figuring in the dialogue. Then they are

encouraged to concentrate on the listening work, and are

instructed in advance about what they should do after listening to the material.

1. Look at the following picture. What do you think they are talking about? What do the girl and her mother say? Discuss your answers with your partner.

:'xE'

7oG

'ttet. t

c

1•i

,=d---//• cr

:".''-

v...-<N

:-..l•

.. -- 2• Fss`

-T'

tr-t- ttttt

t-l•

/

ee

"

lt

x

Xx

2

1, ,"xNV, ll

Y

7/

x

"' t

d?'J'

1"

x-,

lx

t' }'

tl. `

. as . v-' ...

Listen to the dialogue carefu1}y to make sure whether your expectation is true or not. After you have listened, you will be asked several questions in order to check your understanding ofthe listening text. Do your best!

(2) Pre-listening Task for Phase 2

If the material is beyond students' understanding, the

second listening phase can be used for subsequent

pre-listening support to address specific problems the students

encounter. The following example consists of learning key words and reconfirming the listening points by reviewing

comprehension-check questions.

1. The underlined words and expressions, which are probably unknown to you, were included in the dialogue you have just heard. Guess the meaning of each.

(1) These shoes are too ltZghtht for me because they belong to my younger brother.

(2) We have three mQaLls a day: breakfast, lunch and supper.

(3) Children like to eat spag!kss while watching TV or video.

(4) My mother gajned yslQighttt because she doesn't like sports.

(5) There are so much "tt and sugar in hamburgers.

2. Check your answers. Memorize the meaning of each word that you

guessed incorrectly.

3. Let's pronounce the underlined words after the te acher. Le arn them by heart.

4. Look at the comprehension-check questions again. You must answer

time you will certainly understand the dialogue better and get more right answers than you did the first time.

(3) Pre-Iistening Task for Additional Phases

If the students still do not comprehend the dialogue

successfu11y, further pre-listening tasks can be added. Example A attempts to remove the obstacles of all the unfamiliar words and expressions in the material from the students. Example B, which delivers the transcript with blanks, is prepared so that

students can scan for the answers to the comprehension-check questions the next time they listen.

Example A

1. Read through the following list, and underline the words and expressions you are not familiar with. They all appeared in the dialogue you have heard twice.

fit A5 tight gDVx I'mgainingweight. tsettoSagkv(vx6

thin "<P 'erk I'm going on a diet 62'h 7t' z yN 5 6ir 'i]-6') )5 D

fatteningsnacks JJts<6(fiRHhifiO{l;Vx)#tk sodapop

V'-rtYk--candybars fs=A--'"\O#b-nt]tX fatandsugar "BMtva'"N

2. Let's pronounce the words and expressions after the teacher. Learn them by heart for the next time you listen.

Example B

1. Read through the dialogue, which you have heard twice. The answers to the comprehension-check questions were in the blank spaces (Al ) to

Janet:

Mother:

Janet:

Mother:

Janet:

Mother:

Janet:

Brother:

Janet:

Mom! Look at this dress! ( Al ).

You look fine, Janet.

No. I don't. I want to be thin. I'm going on a diet tomorrow.

( A2 ).

Butllove( A3 ).

Yes, Janet, but those foods aren't very good for you. You gain weight when you eat a lot of those things, because they have so much fat and sugar in them.

But, Mom, what about the bag ofpotato chips I just bought?

I'll worry about the potato chips for you, Janet.

I'm sure( A4 ).

2. Listen to the dialogue again comprehension-check questions.

to look for the answers to the

The tasks indicated here are no •more than examples of

spreading out pre-listening support gradually. Teachers are capable of creating various kinds of appropriate tasks for their own students, according to the materials to be used. The point to be made here is that teachers should not provide excessive assistance before the first-time listening. The idea of splitting

the pre-listening activity into two phases or more guarantees students an opportunity to buckle down on the listening work.

Such intermittent delivery not only helps students to participate in the listening work with a strong drive, but it also helps them to develop their proficiency in listening comprehension.

In this study, we have discussed the effects of pre-listening activities on listening comprehension by Japanese senior high school students from different perspectives. The implications of the findings for the classroom have also been presented. Then we explored how best to use pre-listening activities to enhance our learners' listening proficiency. What I have emphasized in this paper is that we should conceive of this activity in terms of enhancing learners' proficiency in listening comprehension as

well as facilitating their temporary comprehension. In

conclusion, the chief propositions maintained in this study are

summarized below, followed by recommendations for the

direction of further study.

First of all, we must reiterate the point that visual

presentation, which is utilized to motivate students toward the listening work and to establish the context of the listening text, is the most desirable form of activity at the pre-listening stage.

To increase provisional students' comprehension, vocabulary

pre-teaching would be optimal. The comprehension advantage

it provides, however, is short-lived. In addition, vocabulary

pre-teaching does not enhance students' motivation to listen, and it is the method they like least of all. The aim of pre-listening

activity should be not simply to increase temporary

comprehension but to orient students to listening activity with enhanced motivation and a distinct purpose for listening.

Secondly, excessive support at the pre-listening stage is to be avoided, as it can actually be a detriment to learners as they try to develop Iistening proficiency. Naturally, students should be informed of the environment that accompanies utterances, such as the situation and the speakers. Nevertheless, over-assistance in the form of vocabulary, background knowledge, comprehension-check questions and other pre-text information might actually be a disservice to students. We teachers are apt

to provide students with more information concerning the

listening text than is necessary prior to listening, so that

students can better comprehend. Over-assistance, however,

deprives them of the opportunity to learn to listen and bores them to the point that they lose the desire to listen. In terms of this point as well, it is recommended to present visuals that illustrate the context of the listening text and that naturally accompany the utterances.

Thirdly, spending too much time at the pre-listening stage

is inexpedient from the standpoint of enhancing students'

progress in listening comprehension. Although pre-listening activities facilitate comprehension greatly, the contribution is ephemeral. Extensive pre-listening activities reduce the time available for the listening and post-listening periods, which are both essential in Iearning to listen. Accordingly, we recommend

a shorter pre-listening period, one that focuses mainly on

establishing the context and stimulating students' incentive to listen. The post-listening stage may be the key to developing

proficiency of leamers is enhanced by activities that provide positive feedback, rather than just the correct answers, and by reinforcement practice.

Finally, we propose the intermittent delivery of shorter, sub-divided pre-listening phases before the repetitive listening.

The first pre-listening phase is devoted to getting students to understand the environment and stimulating them to tackle the listening material with enthusiasm, capitalizing on the visuals.

If the students do not reach successfu1 comprehension after the first listening, subsequent pre-listening phases are delivered to alleviate problems, they encounter. Additional pre-listening assistance is supplied by degrees in the form of vocabulary,

background knowledge, comprehension-check questions and

other necessary pre-listening support. This sequence integrates the merits of the pre-listening activities discussed in this study in a verified-effective manner.

Several possibilities exist for further study. Although the facilitative effects of three types of activities (vocabulary

pre-teaching, question preview, and visual presentation) are authenticated in the experiment of the present study, the

combined effects of these forms are left unexamined. We need to examine whether the facilitative effects of pre-listening

activities vary according to the difficulty level of the listening text. The finding that pre-listening activity hardly contributes to future progress in listening proficiency should be reexamined

by a longitudinal study in which this activity has been continuously executed over a long-term period. From the viewpoint of enhancing listening proficiency, it would be

extremely beneficial to investigate what types of post-listening

activities are effective.

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Entry Test

L

2.

3.

4.

5.

6.

7.

8.

9.

10.

John is sixteen years old, and his sister Mary is three years younger. How old is Mary?

(a) Thirteen. (b) Sixteen. (c) Nineteen. (d) Fifty-seven.

Jack went to the department store. He looked at some hats and shoes, but he didn't like any of them. So he came back without buying any. Did Jack buy anything at the department store?

(a) Some shoes. fo) Some hats and shoes. (c) Yes, he did. (d) No he didn't.

Betty wanted to go to her uncle's house today, but she had a cold and had to stay home. Why couldn't Betty go to her uncle's house?

(a) Because she had to go to school. (b) Because she was ill.

(c) Because her uncle had a cold. (d) Because she was very busy.

Bob went to England three years ago. It was his first visit to that country.

Since then he hasn't been there. How many times has Bob been to England?

(a) Only once. fo) Tvvice. (c) Three times. (d) More than three times.

Mary usually takes a bus to school. But the bus didn't come this morning, so she had to walk to school. How did Mary go to school this morning?

(a) Bybus. (b) Onfoot. (c)Yes, she did. (d) No, she didn't.

Mr. Smith goes to his office by car. His car is old. He is planning to buy a new one. Has Mr. Smith bought a caT lately?

(a) Yes, he has. fo) Yes, he has a car. (c) No. He has bought a new one.

(d) No, he hasn't.

Dick is one ofthe members ofthe tennis club. As soon as school is over, he runs out to the court to play. When does Dick play tennis?

(a)Inthemorning. fo)Afterlunch. (c)Afterschool. (d)Onhisholidays.

Henry's hobby is playing the piano. He also likes studying science and wants to be an engineer. But his parents want him to be a doctor. What does Henry want to be?

(a) An engineer. (b)Apainter. (c)Apianist. (d)Adoctor.

The park near my house is noisy with children during the day. But after they have gone home, it gets very quiet. The park isn't noisy after dark, is it?

(a) Yes, it is. (b) No, it isn't. (c) Yes, it is very dark.

(d) No, it isn't very dark.

My brother is staying in France now. And he will come home on the 30th of June. When will my brother come home?

(a) Yes, in June. fo) Yes, he will. (c) In the middle ofJune.

(d) At the end of June.

Source: Zen-ei-ren.

(pp. 5-9)

Koukouffiaringu Tesuto gyokan. Tokyo: Eichosha, l981.

Appendix 2

Data of Entry Test and ANOVA Summary

Table 1. Mean Score and Standard Deviation of Each Group Class1

(Control)

Class2 (QPrev)

CIass3 Nisual)

Class4 Noc)

Class5 (SM) Whole

Class

NMeanSD

39 8.87 3.72

38 8.74 4.09

41 8.63 3.65

39 8.56 4.13

39 8.67 4.09

Upper

Level

NMeanSD

10 13.60 2.07

11 13.82 2.09

13 13.38 1.50

12 13.50 1.51

Middle Level

NMeanSD

16 9.25 1.00

13 8.92 1.04

19 8.95 1.03

11 8.55 O.93

13 8.92 1.04

Lower Level

NMeanSD

13 4.77 1.54

14 4.57 1.65

13 4.62 1.50

15 4.40 1.88

14 4.29 1.90

Table 2. Mean Difference among Groups (Class 1 to Class 5) by ANOVA Sourceof

variation ss ^df

MS

^F

wnole

Class

betweengroups withingroups

2.l37 2959.496

4191 O.534

15e495 O.034n.s.

total 2961.633 195

Upper Level

betweengroups withingroups

1.531 169.669

450 O.383

3.393 O.113n.s.

total 171.200 54

Middle Level

betweengroups withingroups

3.257 68.521

467 O.814

1.023 O.796n.s.

total 71.778 71

Lower Level

betweengroups withingroups

1.947 187.270

464 O.487

2.926 O.166n.s.

total 189.217 68

Table 3. Mean Difference among Groups (Upper, Middle, Lower) by ANOVA Sourceof

variation ss ^df

MS

^F

Class1

betweengroups withingroups

444.651 81.708

236 222.326

2.270 97.956**x

total 526.359 38

Class2

betweengroups withingroups

527.380 91.988

235 263.690

2.628 100.330k**

total 619.368 37

Class3

betweengroups withingroups

449.932 81.580

238 224.966

2.147 104.790dedede

total 531.512 40

Class4

betweengroups withingroups

562.186 85.404

236 281.093

2.372 118.488***

total 647.590

Class5

betweengroups withingroups

549.886 84.780

236 274.943

2.355 116.748de*de

total 634.667 38

*"dep<.OOI

Appendix 3

Liste ning Material Material 1

1.

2.

3.

Good morning, ladies and gentlemen. Welcome aboard flight 317 to San Francisco.

At this time, please check to see that your seatbelt is fastened. No smoking is permitted until the captain tums offthe "No smokng" sign. Our flight bime to San Francisco today wM be ten hours and fifbeen minutes.

Ladies and Gentlemen, in a few minutes we'll be serving dimks. Lunch wi[1 be served at 11:30. After Iunch, you are invited to watch our film presentation.

Ladies and gentlemen, this is capttm speaking. I've just tumed on the seatbelt sign, and I'd like to request that you retum to your seats. We've got a bit ofrough weather here.

Please remain in your seats with your seatbelts fastened until I tum off the seatbelt sigri.

Thank you.

Source:Hasumi,Eiji',etal. EngfishStreet0raZCommtztulrainbnB. Tokyo:Daiichi Gakushusha,1999. fp.70)

Material 2

Peter: I'm Peter Allen from NC-TV. Today I'm here at North H]igh School and with me is ....

Janet: Janet.

Peter: And Janet, what's your last name?

Janet: Johnson.

Peter: What grade are you in?

Janet: Eleventh.

Peter: And what's a typical day like for you here at North High?

Janet: A typical day? What do you mean? What l do?

Peter: Yeah.

Janet: Just go to my classes and can't wait ti!L the day's over, basically.

Peter: What kind of classes do you take?

Janet: I take English, religion, science, art, history, I can't think ofwhat else. That's about

it. Oh,andjoumalismandpsychology.

Peter: Journalism,too.

Janet: Andpsychology,yeah.

Peter: What do you plan to do when you graduate from high school?

Janet: (fointoadvenising.

Peter: Why is that?

Janet: Because I like writing and I think I'm creative and I'm also really into art.

Peter: Whatkindofadvertising? 'IV,newspaper,radio?

Janet: Oh, I'm not sure.

Source:Jinbo,Naotake,etal Hrello,there!0raleommum'cationB. 'Ibkyo:Tokyo Shoseki,1997. tp.62)

Warm-up Sheets

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Warm-up Sheet B

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Wami-up Sheet C

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permlt presentation

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Warm-up Sheet D

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aadies) (and) gentlemen (welcome) (aboard) (at) (this)time

see (that) your seatbelt (is) fastened (turns) (ofb the "No Smokmg" sign (fight) time

(ten) thours) (in) (a) few minutes lyou're) invited

a've) just (tumed) (on) the seatbelt sign (we've)got (a) bit (oD rough weather (remain)(in) your seats

(with) lyour) seatbelts fastened

ドキュメント内 An Empirical Study of the Effects of Pre-listening Activities on Listening Comprehension : -Basic Research to Enhance the Listening Proficiency of Japanese Senior High School Students (ページ 65-102)