Lecture Notes: Inaugural Lecture by Professor Tony Lynch

Introduction

• Speaker: Welcome by the host to Professor Tony Lynch's inaugural lecture.
• Background:
  • Tony Lynch's academic journey: MA in Modern Languages (Cambridge), postgraduate diploma in Teaching English as a Second Language (Leeds), MSc and PhD in Applied Linguistics (Edinburgh).
  • Appointed as Professor of Student Learning English for Academic Purposes in 2011.
  • Role: Head of English for Academic Purposes section at the University of Edinburgh.

Key Contributions

• Research Focus: Communication between native and non-native English speakers in academic settings.
• Publications:
  • Books: "Listening," "Study Speaking," "Study Listening."
  • Recent Papers: Informal listening strategies of international students, recycling communication tasks, feedback in spoken English.

Lecture: Listening Comprehension in University Context

• Two Perspectives on Listening:
  • Importance for international students.
  • Listening to students about their experiences.

The Process of Listening

• Three Levels of Knowledge:
  • Schematic Knowledge: Topic understanding, communication process.
  • Contextual Information: Situation, co-text, visual information.
  • Language: Vocabulary, grammar, pronunciation.
• Example: Misunderstandings can occur in both foreign and native languages due to unfamiliar usage.

Importance of Listening for International Students

• Challenges: Grasping content in lectures, establishing friendships.
• Psychological Impact: Poor listening skills can lead to anxiety and lack of confidence.

Adjustments by Speakers

• Input Adjustments: Simplifying grammar, vocabulary, pronunciation.
• Interaction Adjustments: Confirmation checks, comprehension checks, clarification requests, repetition, reformulation, completion, backtracking.
• Information Adjustments: Descriptive detail, logical links, sociocultural knowledge.

Research Findings

• Team Test: Listening skills were a strong predictor of academic success.
• Student Surveys: Difficulty in social integration and language practice outside classrooms.
• Informal Listening and Speaking Encounters (ILSA): Highlighted the need for informal conversations as a learning tool.

Strategies for Improvement

• Lecturer Recommendations:
  • Control speaking speed.
  • Look out for signs of difficulty.
  • Select accessible examples.
  • Encourage student questions.
• Propose Adjustments: Cover less in lectures, provide online materials, and create opportunities for interaction.

Conclusion

• Goal: Transform lectures into academic conversations.
• Institutional Adjustments: Necessary to enhance the listening and learning experience for international students.

Q&A Highlights

• Segregation Among International Students: Encourage joining student societies for broader interaction.
• Distance Learning Challenges: Utilize online resources for listening practice.

Closing Remarks

• Follow-up with a reception to encourage mingling and further discussions.