Using authentic materials to develop listening comprehension in the
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USING AUTHENTIC MATERIALS TO DEVELOP LIS
APPENDICESAPPENDIX A: CONSENT FORM This is an invitation to you to participate in a study of listening in English as a second language. The study is a part of my dissertation for the Doctoral Degree in Education which I am taking at Virginia Polytechnic Institute and State University. This research project is designed to examine the effects of aural materials on listening comprehension in students of English as a second language. Your participation in this research will consist of two interviews. The interviews will focus on your perceptions and attitudes towards listening comprehension. Each interview will take about one hour and will be scheduled at your convenience. The interviews will be audio taped. Anything you say during the interview will remain confidential. Classroom listening activities will be video taped. All the audio tapes and video tapes will be kept and transcribed by me. As the tapes are transcribed, each person will be assigned a code which will be used to substitute wherever the person may be identified in the transcripts. Once the audio tapes and video tapes are transcribed, I will erase the tapes and remove all identifying information. Only the researcher will have access to the audio tapes, the video tapes, the transcripts, and data containing information that would identify individuals. In any reports based on these data the identities of all participants will be masked in such a way that quoted comments cannot be attributed to particular individuals. A summary of the research findings will be available upon request. From this research project we hope to learn more about how aural materials affect listening comprehension in English-as-a-second-language learning. You are free to withdraw from this study at any time without penalty or prejudice, by contacting Dr. Judith L. Shrum, Division of Curriculum & Instruction, War Memorial Hall, Virginia Tech (231-5269), or Judy Snoke, Cranwell International Center (231-6963). This study has been approved by the Human Subjects Committee and the Institutional Review Board. If you have questions please contact Dr. Thomas M. Sherman (231-5598, 307 War Memorial Hall), or Dr. Ernest R. Stout, Chair of the Institutional Review Board (231-9359). Your signature below indicates that you have read the information above and have agreed to participate in the research project. In order to schedule interviews please include your telephone number. Signature of participant Date Telephone number Name Date Age Gender Mother tongue Language(s) you speak at home Why do you want to learn the English language? interested in the language interested in the culture have friends who speak the language need it for my future education need it for my future career need it for travel other Do you enjoy language learning? Yes No What other languages have you studied? What has been your favorite experience in language learning? a - answered question that teacher/guest speaker asked na - not answered question that teacher/guest speaker asked i - followed instruction that teacher/guest speaker gave ni - not followed instruction that teacher/guest speaker gave nh / sh - nodded head or shook head as listening to teacher/guest speaker/classmate/mini- lecture nh-a / sh-a - nodded head for "yes" / shook head for "no" as an answer for teacher's/guest speaker's question l(1) - laughed as listening to teacher/guest speaker speaking l(3) - laughed as talking or when finished talking s(1) - smiled as listening to teacher/guest speaker speaking s(3) - smiled as talking or when finished talking s-l(1) - smiled and laughed as listening to teacher/guest speaker speaking s-l(3) - smiled and laughed as talking or when finished talking tt - looked at teacher --when teacher was speaking --when guest speaker/classmate was speaking to teacher cm - looked at classmate --when classmate was speaking --when teacher/guest speaker was speaking to classmate vt - looked at class visitor/guest speaker --when s/he was speaking --when teacher/classmate was speaking to guest speaker bk - read or looked at book --when listened to mini-lecture --when teacher/guest speaker/classmate was reading/ speaking/asking question about material in book bk(3) - read or looked at book when teacher/guest speaker/classmate was speaking about something not in book sc - read or looked at script --when listened to mini-lecture --when teacher/guest speaker/classmate was reading/ speaking/asking question about material in script sc(3) - read or looked at script when teacher/guest speaker/classmate was speaking about something not in script ht - read or looked at handout when teacher/guest speaker/classmate was reading/ speaking/asking question about material in handout ht(3) - read or looked at handout when teacher/guest speaker/classmate was speaking about something not in handout bt - read or looked at booklet when teacher/guest speaker/classmate was reading/ speaking/asking question about material in booklet bt(3) - read or looked at own booklet --when classmate was speaking in front of class --when teacher was speaking about something not in booklet nt - read or looked at notes --when listened to mini-lecture --when teacher/guest speaker/classmate was reading/ speaking/asking question about material in notes nt(3) - read or looked at notes when teacher/guest speaker/classmate was speaking about something not in that note pp - read or looked at paper when teacher/guest speaker/classmate was reading/ speaking/asking question about material in that paper pp(3) - read or looked at paper when teacher/guest speaker/classmate was speaking about something not in that paper d - looked up word or meaning of word in dictionary as reading material, working on exercise, or listening to teacher/guest speaker pt - looked at picture when teacher/guest speaker/classmate was showing/pointing at it bd - looked at board when teacher/guest speaker/classmate was writing/pointing something/explaining what s/he wrote bd(3) - looked at board when teacher/guest speaker/classmate was speaking about something not on the board w - wrote down answer or took notes as listening to teacher/guest speaker/ classmate/mini-lecture u - underlined printed material as reading or listening to mini-lecture q - asked question about what teacher/guest speaker/classmate talked about rp - repeated word that teacher/guest speaker just said c - gave comment or said something as listening to teacher/guest speaker/classmate tk - talked to classmate o - looked somewhere or outside --when listened to mini-lecture --when teacher/guest speaker/classmate was speaking tb - looked at table --when listened to mini-lecture --when teacher/guest speaker/classmate was speaking hp - helped classmate when classmate did not know answer/word that teacher asked The codes for similar manners were grouped into major categories of classroom behaviors as follows. Following instruction: i Answering questions: a, nh-a, sh-a Not answering questions / not following instructions: na, ni Nodding / shaking head as listening: nh, sh Smiling / laughing as listening: s(1), l(1), s-l(1) Paying attention as listening to speaker: tt, cm, vt; bk, sc, ht, bt, nt, pp, pt, bd Taking notes or writing down answers: w Using a dictionary to check meanings: d Asking questions about material: q Repeating words after teacher: rp Underlining material as listening: u Looking somewhere as someone was speaking: bk(3), sc(3), ht(3), bt(3), nt(3), pp(3), bd(3); o, tb Giving comment or saying something about material: c Helping classmate with words: hp Talking to classmate: tk Download 411.17 Kb. Do'stlaringiz bilan baham: 
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