Notes on Lecture by Professor Tony Lynch

Introduction

• Warm welcome and acknowledgement of time confusion.
• Professor Tony Lynch's background:
  • MA in Modern Languages (University of Cambridge).
  • Post-graduate Diploma in Teaching English as a Second Language (University of Leeds).
  • MSc and PhD in Applied Linguistics (University of Edinburgh).
  • Appointed personal chair of Student Learning English for Academic Purposes (Aug 2011).
  • Works in English Language Teaching Center since 1980.
  • Head of English for Academic Purposes section.

Research Focus

• Communication between native and non-native speakers of English in academic settings.
• Developed teaching materials based on research insights.
  • Books: Listening, Study Speaking, Study Listening.
• Recent papers on:
  • International students' informal listening strategies.
  • Benefits of recycling classroom tasks.
  • Role of feedback in improving spoken English.

Lecture Overview

• Topic: Listening comprehension in the university context for international students.
• Importance of listening for:
  • Academic success.
  • Understanding experiences in Edinburgh.
• Areas covered:
  • Processes of listening.
  • Resolving comprehension problems.
  • Perception of lectures by international students.
  • Making lectures more accessible.

Sources of Information in Listening

1. Schematic Knowledge: Understanding the content/topic.
2. Contextual Information: Situation, who is talking, and visual cues.
3. Language Level: Vocabulary, grammar, pronunciation.
   • Challenges for non-native speakers often lie in language understanding.

Examples of Listening Challenges

• Personal anecdote about misunderstanding due to language and context (Scottish dialect).
• Importance of context in understanding phrases (e.g., "What is game, sir?").
• Realization of context leading to correct understanding in conversation.

Listening in Foreign Languages

• Difficulty in understanding foreign languages often leads to an over-reliance on vocabulary.
• Example of misunderstanding due to incorrect assumptions about language.

Adjustments in Communication

• Input Adjustments: Native speakers modify language for non-natives.
  • Simplifying vocabulary and grammar.
  • Slowing down speech.
• Interaction Adjustments: Ensuring mutual understanding.
  • Confirmation checks, comprehension checks, clarification requests, repetition, and reformulation.

Case Study: Interaction Among Non-Native Speakers

• Example conversation among students from different countries resolving communication issues.
• Highlights negotiation of meaning and adjustments made in real-time.

Importance of Listening for International Students

• Listening skills impact access to:
  • Academic knowledge.
  • Informal language learning.
• Team Test of English: Correlation of listening skills to academic success in Master's programs.
  • Listening is the most significant predictor among tested skills.

Listening Challenges and Social Interaction

• Poor listening skills lead to:
  • Lack of academic understanding.
  • Social anxiety and difficulty forming friendships with native students.
• Good Language Learner Studies: Recommendations often emphasize practice but may overlook social dynamics.

Informal Listening and Speaking Encounters (ILSA) Study

• Survey of Edinburgh postgraduates:
  • Many reported less progress in listening than expected.
  • Emphasis on the need for informal conversation to practice listening.

Recommendations for Lecturers

• Control speaking speed and be aware of signs of difficulty in students.
• Use accessible examples and create a relaxed atmosphere.
• Acknowledge that reducing content in lectures may enhance understanding.

Final Thoughts

• Need for institutional adjustments to create a more inclusive learning environment.
• Aim to make lectures more conversational, encouraging engagement and understanding.

Questions and Discussion

• Importance of integrating informal opportunities and creating reasons for students to interact with diverse peers.
• Suggestion to maximize online resources for listening practice in distance learning.

Conclusion

• Expressed gratitude to Professor Tony Lynch for valuable insights.