Lecture Notes on Listening Comprehension and International Students by Professor Tony Lynch

Introduction

• Welcome speech by host
  • Introduction of Professor Tony Lynch
  • Tony Lynch's academic and professional background
  • Importance of Tony's research in student learning and English for academic purposes

Opening Remarks

• Acknowledgements
  • Teaching staff from the MSc in Applied Linguistics
  • Colleagues in the Institute for Applied Language Studies
• Topic: Listening Comprehension for International Students
  • Importance to understand experiences of international students in Edinburgh

Main Lecture Points

Processes of Listening

• Sources of information for understanding
  • Schematic knowledge: Topic knowledge, process of communication
  • Contextual information: Situation, co-text, visual information
  • Language: Vocabulary, grammar, pronunciation knowledge
• Challenges in Listening
  • Listening in a foreign language
  • Personal anecdotes illustrating listening challenges (e.g., interpreting Scottish English)

Adjustments in Communication

• Types of Adjustments
  • Input adjustments: Grammar simplification, vocabulary choice, clearer pronunciation
  • Interactive adjustments:
    • Confirmation checks, comprehension checks, clarification requests, repetition, reformulation, completion, and backtracking
  • Information adjustments: Descriptive details, explicit logical links, sociocultural knowledge
• Examples and Illustrations
  • Story about monkeys and hats
  • Descriptions of various interactions and adjustments made by speakers

Importance of Listening for International Students

• Academic Knowledge
  • Predictive validity of the listening component of tests
  • Relationship between listening skills and academic success
  • Impact of poor listening skills: content grasp, psychological effects
• Social and Informal Language Learning
  • Challenges in establishing relationships with native speakers
  • Good language learner strategies
  • Quotes from Peter Harder and students on language barriers and social interactions

Findings from the Ilsa Project

• Research on Informal Listening and Speaking
  • Common student experiences and reported progress
  • Time spent on listening and talking
  • Differences in group progress

Advice for Lecturers and Educators

• Collected Data and Student Perceptions
  • Advice for lecturers: Speed control, watching for signs of difficulty, relevance of examples, creating a relaxed atmosphere
• Institutional Adjustments
  • Importance of more accessible lecture formats
  • Need for supplementary materials (preferably audio)
  • Encouraging student questions
  • Making lectures more like academic conversations

Discussion and Questions

• Segregation and Language Improvement
  • Challenges faced by international students
  • Encouraging social mixing through societies and interest groups
• Online Distance Learning
  • Importance of integrating listening practice in online courses
  • Available online resources to supplement listening practice

Conclusion

• Emphasis on making institutional changes to improve listening comprehension and academic success for international students
• Reception and opportunity for further discussion

Key Takeaways

• Listening comprehension is vital for both academic success and social integration for international students.
• Different adjustments and teaching strategies help improve student understanding and participation.
• Educational institutions need to adapt lecture styles and provide ample materials to support International students.