www.stanford.edu/~efs/tesol03listening
~ Last updated April 2, 2004 for the TESOL Internet Classics Fair ~
Technology, Techniques, and Materials for Web
Listening
TESOL 2003:
Phil Hubbard,
Greg Kessler,
John Madden,
Introduction: This page contains the extended notes of our talk at TESOL 2003 with active links, some additional annotation, and supplementary material from audience members and site visitors.
I. Demonstration of a web-based listening activity (John):
Sample
lesson 1: Supplementing a
text: "Talk it Through!": Golf Course Construction in
II. Background: listening theory and listening practice in relation to the web (John)
Listening comprehension is an
interaction between two general groups of processes that depend on
memory:
1.
Bottom
up: Perception
/ Decoding / Word identification (Sound system, Syntax)
2.
Top
down: Word
identification / Prediction / Comprehension / Response (Semantics, Pragmatics,
World Knowledge)
Memory is reconstructive. The
groups of processes support each other. Lack of skill with the sound system may
limit comprehension or the effectiveness of predictions. Lack of familiarity
with semantics, concepts or culture may limit perception.
B. Listening practice and the
web:
The web
allows repeated practice with a variety of authentic materials that can
supplement and transcend what students receive in class or in their local
communities.
C. Implications. Good web
listening lessons:
1.
Are
organized: The
web draws people in. So, set a task. Make a task sheet. Have a goal. Do pre- and
post-listening.
2.
Give comprehension
help: Group
students. Talk first; listen second; then, talk again.
3.
Supplement: Build on your text or the
interests of your class. Follow up on listening through homework, e-mail and
discussion.
4.
Challenge
students: Use
authentic English, even if it’s a bit fast, noisy, accented or difficult in
terms of topic
5.
Are oriented to the
global village: Use the computer to localize
“foreign” languages. Introduce in class. Practice at home
6.
Build listening
skills:
Exchange e-mail about listening. Practice now; perfect later. Assign projects.
III. Technology for
listening via the web (Greg)
A. Variety of web listening file types
and what they mean
1.
.mov
(QuickTime movie file)
2.
.aiff
(Apple Audio file)
3.
.wav
(Windows Audio file)
4.
.avi
(Windows Video File)
5.
.au
(Windows Audio File)
6.
.rm
(Real file)
7.
.ram
(Real file)
8.
.midi
(musicians interface file)
9.
.mp3
(music audio file)
10.
.swf
(Macromedia Shockwave/Flash file)
Some important points about
these files types:
1.
Players
are available for all on all platforms
2.
All are
applicable to web listening for language instruction.
3.
Some
video files that include audio content are useful
4.
Some
audio files are formatted as video files for delivery
purposes
5.
Some
users may have difficulty with certain file formats due to security and
anticipation of use
B.
Streaming
Prior to streaming we had to wait for entire
file to download before use (still an option for some
purposes)
Varieties of streaming:
1.
True
streaming - you never actually keep a copy of the file itself, but link to it
while using it
2.
Pseudo-streaming (progressive download) - you
actually may make a local copy of files of shorter duration (this is also
possible from any ordinary web server!!)
3.
Synchronous/Asynchronous streaming –
Real-time audio delivery or on-demand
4.
Non-streaming (from a CD, DVD, computer or
server) – implemented in a manner that is seamless to the
user
Why is streaming so
cool?
1.
Compression technologies allow for seemingly
large files to be distributed
2.
Many
users can access the same file at the same time (at different points,
etc.)
3.
Not only
limited to audio, but can incorporate text, video, images,
etc.
4.
Streaming files allows you to easily make
changes to the files on your server, replace them with new versions,
etc
What are the three major types of
streaming?
1.
QuickTime
2.
Real
3.
Windows
Media
Each requires a special
server
Each requires a player (free for
now)
How do these three
compare?
1.
Obvious
benefits exist between QT and media player for those of us dedicated to one
platform, but the players are there for the others as
well.
2.
QuickTime offers highest quality for the
level of compression (MPEG4) but as it is not shipped with each and every
windows based computer (as Media player is) it is not as common.
3.
MP is
not as flexible as QuickTime and does not allow as many options for encoding and
developing (such as embedding flash)
4.
WMP has
recently borrowed many features from QuickTime and it is expected to gain more
ground in this competition
5.
Real is
very nice for delivery using minimal bandwidth and great for protecting files
from users manipulating and user them in their own ways, but this may be a
drawback
Other considerations with
streaming
1.
Streaming your own material vs. receiving
streaming
2.
Using a
non-streaming method does not require the infrastructure that streaming does, it
is also only available to those individuals that have a CD
IV. Types/sources of
listening materials: only free sites are listed (Phil).
A. Dedicated CALL materials: selected
sites
1.
English,
Baby! – http://www.englishbaby.com/. A commercial
site, but presently free. Includes five new lessons per week, 3-4 of which are
typically listening based, with text, quiz, and glossary. The new lessons
replace those from the previous week, but institutions can purchase access to
their extensive archives. Authentic, entertaining material geared toward teens
and twenties. Great for advanced students but can be daunting for lower levels.
Requires RealPlayer.
2.
Randall’s
Cyber Listening Lab – http://www.esl-lab.com/. A non-commercial
site developed by Randall Davis. Includes over 140 exercises divided into 4
groups: general listening, academic listening, long conversations with video,
and short exercises. Some are quite engaging (see for example “A Great Car
Deal”). Exercises are also divided into easy, medium, difficult, and very
difficult. Lessons have pre- and post-listening exercises, the latter including
quizzes and text completion. Transcripts include glossed vocabulary. Requires
RealPlayer.
3.
About.com - http://esl.about.com/cs/listening/.
This is the listening section of a large ESL site hosted by Kenneth Beare.
Includes a variety of listening activities divided by levels. Exercises range
from number identification and spelling to short dialogues and reports. Also has
links to other ESL and native speaker sites for listening. Free, but filled with
advertisements including flashing banners and extra browser windows opening.
Some files play directly through browser; others require RealPlayer.
4.
B. Native speaker sites
1.
Online
news hour – www.pbs.org/newshour/video . Has
video segments from the PBS show, The News Hour with Jim Lehrer. Current as well
as archived programs back to
2.
CNN
Student News – www.cnn.com/fyi. This is
the newest incarnation of the old CNN Newsroom feature. This one has a single
new story each weekday in video on the web (the whole 10 minute piece can be
videotaped off CNN from 3:
3. Scientific American Frontiers – www.pbs.org/saf/archive.htm. An amazing site with all the Scientific American Frontiers shows back to 1990 archived. Since they allow educators to videotape their broadcast shows and use them for up to a year, this is also a good support site for classroom video use. Includes quizzes and other support materials. Requires RealPlayer.
4.
Marketplace –
www.marketplace.org/. A daily public
radio show that maintains several years of audio archives. Shows prior to
December 24, 2002 include
transcripts. Excellent for building vocabulary because the transcripts are
accessible to
5.
Script-o-rama –
www.script-o-rama.com/. Online
site with transcripts of many movies and TV shows (has all episodes of Friends,
for instance). This is a valuable website for support of videotape or DVD
viewing either in class or individually by students.
V. Examples of
web-based listening techniques and activities (all)
A. Phil’s examples. My listening activities
are based in a listening comprehension class taught to first-quarter graduate
students (www.stanford.edu/group/efs/efs693a).
Web materials are used primarily for homework and to introduce students to sites
and techniques for using them effectively once the course is completed.
1.
Using English, Baby! Among other things, I
suggest students do the quiz as open-ended rather than multiple choice by
scrolling the window until they can just see the question and not the possible
answers. After they think they know the answer, then they can see the possible
responses and make their choice. I also show them how to drag the corner of the
RealPlayer window to the right so that it opens up the full width of the screen:
this gives much better control over the audio playback to the students.
2.
Using Randall’s Cyber Listening Lab. Among other
things, I advise students to select familiar topics if they want to focus on
language development (especially vocabulary) and processing, and less familiar
topics for more of a challenge for global listening. For difficult material,
especially in an unfamiliar area, they may want to review the script first. The
techniques listed above for English, Baby! also work with Randall’s Lab.
3.
Using
sites with scripts (e.g., Marketplace), in conjunction with Babylon. I recommend to students that they
engage actively in increasing their vocabulary, and this is easier to do when
there are transcripts available.
B. Greg’s examples. My examples are based in an advanced
graduate level oral communication course (on par, but not limited to ITA level
training)
1. Using self-produced audio and/or video embedded in web
page
2. Using non-streaming materials (not available
online!)
Delivered from a file server
Specialized digital video server
CD
3. Using PurevoiceŽ:
this program
allows you to record and play back audio email attachments. It is especially
good for teacher commentary since you can insert responses or feedback into a
student’s recording without erasing the original. It is available for free (both
PC and Mac) at
www.cdmatech.com/solutions/products/purevoice_download.html
C. John’s examples
1. Sample
lesson 2: Introducing Web Listening: Conversations about
Time
Notes
to accompany Conversations about Time
Other Resources: Note, if anyone has good
listening resources they would like to share, please email Phil efs@stanford.edu. Be sure to annotate them, so we know
what they are, and I’ll put them on the site.
Ohio
University ESL Listening Resources. Lists of links for listening resources,
activities and suggestions for
improving listening skill. Includes most of the sites presented above and
others.
University
of Wisconsin streaming (RealŽ) overview of streaming
technologies.
An overview of streaming technology for the non-technical. Provides more
detailed explanations for IIIB above.
BBC World
Service. Home page of BBC World Service. Has lots
of current BBC audio material. Also has streaming live radio
broadcasts.
BBC English Learning. Part of BBC World Service with programs
and activities aimed at English language learners.
Resources Suggested by
Others:
The following seven
sites were submitted by Helen Solorzano hsolorzano@attbi.com. These are
especially useful for academic English.
Ethics Videos on the
Web
from the Values Institute at
http://ethics.acusd.edu/video/index.html
Lectures and discussions on many
ethical issues from classes, conferences, and special events. See
especially "Classroom Lectures on Ethical Theory" by Lawrence M. Hinman,
Excellent quality video and
audio.
Linear
Algebra
An entire course of lectures by
Prof. Strang of MIT.
http://web.mit.edu/18.06/www/Video/video-fall-99.html
Video Lecture
Showcase
from the Distributed Education Program
at
http://web.pdx.edu/~mooredr/LectureVideoShowcase.html
Classroom lectures in 23 different
disciplines.
Audio/video quality varies.
Some links don’t work.
The Chance
Videos
from Dartmouth University
Mathematics Department
Lectures on a variety of topics
concerning statistics.
http://www.dartmouth.edu/~chance/ChanceLecture/AudioVideo.html#Videos00
Video with overhead slides cued to
the lecture.
Several lectures on business
topics.
http://www.gsb.stanford.edu/news/audiovideo.html
National Institutes of
Health
Lectures on a variety of
health-related topics. Most are extremely technical, but see the section
on Work and Family Life Center Seminars for more general
topics.
http://videocast.nih.gov/PastEvents.asp
Lectures on health
topics.
http://healthlibrary.stanford.edu/resources/videos.html
Last
updated