,

IMPLEMENTATION OF A PRCX::RAl•l OF DTSTRUCTION 62

~is part consists of four components:

l. Objectives and activities

2 . J.lethodology

). Recommendations aJ•ld administrative considerations

4. Criteria for evaluation ~f the program

,

Objectives

Objectives and their microskills for the l.iotcning, speaking

and note-taking components of the course have boon ranked according

to the priorities indicated in the questionnaire:;, intervieHs and

lecture observations. Objectives are separated into 'priority

groups', 'Priority Group One' being the most important, and so on.

A priority group consists of an objective and ito microskills. 'Il:le

mi croekills aloe are ranked; thus, a microskill appearing first is

more important than a microskill appearing later within a priority

group.

The ranking does not nececsarily correspond to order of

difficulty nor does i t indicate a suggested order for teaching the

skills. The ranking docs serve as a guide for the apportionment

o~ ·time devoted to the development of each skill.

Activities

The capital letters in the ACTIVITY column are code letters

cor responding to exercises and activities listed on pages

( 'cla::~sroom exercises 1 ) following the OBJEC'l'IVZS AND ACTIVITIES

list. The exercises and activities are cross-referenced :·:i. -th the

objectives and microskills according to their potential for

developing particular skills . The activities arc not listed in

any particular order. '!hoy arc not necessarily grouped. along

skill-area lines; one exercise may be useful across all three

skill areas.

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OBJECTIVES AliD ACTIVITIJ!S: Listening Component

Priority Group One

I OBJECTIVE MICROSKILL ACTIVITY

1. Accurately identify and follow an argument, theme, A,B,C,D,E,F, G

topic or thesis as it is developed or presented H,I,J,K,L,M, N

durinll: '50 minutes of academic discourse. O,X,Y,Z,AA

1.1 Accurately identify and comprehend main A, B, c, E,

ideas presented during a lecture. F, G, H, N

Identify a.nd ia-terrelate key uords and A, B, c, E,

phrases in spoke~ academic discourse H

Recognize t he role of s tress, in ton-

ation, and repetition in signalling

the re1ative importance of information. A, C, H

Relate relevant supporting details, eY.amples A, c, D, E,

and explanations to their respective main F, a, H, ~I'

ideas. N ,.,B,c, ... ,u,l!,

1.2 Comnrehend key le~ical items . J,L,r.r,o,x,z

Understand idioms commonly occuring in a A,B,C,E,G,H,

lecture situation. - J,L,M,O,X,Z

understand terms commonly used in the A,B,C,E,G,H,

academic register. J ,L,!-1, o,x_,_z

I nfer the meani ntrs of "1ords from contezt AA X,Y,O,L

Recognize words and pr~ases 1-1hich have

undergone phonological change due to

phonological environment. AA, K1 L

Process statistical data J,B,C1H,I

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65

I OBJECTIVE MICROOKILL ACTIVITY'

1.3 Follow the sequence a.nd interrelation- A,B,c,D,E,F,G, H,I,M, J.T,O,P,O,

shin of ma.in ideas. R S T U, X

Interpret the rhetorical structure of A,C,D,E,F,G

academic discourse. H !~ N

Recognize discourse markers of cohesion A, c, D, E,

such as exophoria and endophoric F, G, H, la~'

reference, ellipsis, substitution, con- N

cession and anathetic reference.

Recognize discourse markers of coherence A, c, n, E,

such as exophoria and endophoric F, G, H, M,

reference, and ~mbits. u

Infer relationships such as cause, effect A,B, C,D,E,F,G,

and conclusions H I t! N. 0.0 .. X

1.4 Recognize and understand instructional/

learner tasks such as warnings, suggestions,

recommendations. advice and instructions. A, P, Q

1.5 ~ecognize tne us e of ~etalinguistic clues to

the a~o,.lro.,. ta ; .... ,_,,_.;t m<>,_ . .,;n" R u

Recognize the importance of speaker's

gestures. R, S T U

Recognize the importance of speaker's facial

exnressions. R, 3, T, U

Priority Group 'l'.<o

2. Detect the attitudes of the sr-e<?.lcer toHard the A, B, R, s, T,

subject matter. u

'f '

66

I OBJECTIVE I<!ICROSKILL ACTIVITY

2.1 Discriminate between subjective reaction

and objective reality. A, B

2.2 Understand non-verbal cues which help the

listener to understand the speaker's

attitudes. R, S, T u

Priority Grcup Three

). Carry out the above under different conditions

of delivery, situation and sty_l e. **

).1 Understand lollJ speech segments spoken by

native speakers of a variety of major

dialects. ** '

Comnrehend various dialects. ** ).2 Follovr different modes of lecturing; spoken,

audio and audio-visual. **

3-3 Understand different styles of lecturing;

formal, conversational, read and unplanned. **

Pnor~ty Group Four

4. Evaluate the content of a specific lecture in terms

of the course as a >rhole. **

4.1 Ondnstand the relative importa..'lce of an

individual lecture. ** 4.2 Understand how informa·tion given in previous

l ectures relates to the cttrrent lecture. ** **See Class Exercise section, p.

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67

OBJ:B:C'i'I I VE5 l.JICROSKULS ACTIVTTIBS

do•m nreviouslv heard material. P X.Z. BB.CC D n,-Do this a t different sneeds. ** Do this with different accents. *" Do this ~lith natural speech containi.ng

such things as f a lse starts, pauses,

fi llers, errors. corrections. etc. -Paraphrase and transcribe auded infor- c, E, F, 11:,

mation t·rhile nrocessi= on~<:o in~t discourse. o, P, DD

Note dotm significant but unf amiliar

1 e:x:i cal i terns . c, o, x, BB

Approximate spelling of unfami l iar

lexical items. C.Z.BB.CC.DD

}1ote down lecturer's definition of

unfamiliar terms. K, 0

1.4 Demonstrate the effectiveness of ~otes c, E, F, G, H ' taken from a lecture or discussion of I, J, N, o, X

university 1 evel difficul ty. y

Give an oral or NTi tten ::rumtnar<J of

t he leoture one r.-:eel.c later. ri' . ' E

Answer both fact and inference

questions concer ning both main points

and details ~lith 80~ accuracy one >~eek

la-ter. G, I

OBJECTIVES AlJD ACTIV!TI3S: !fote-tclcing Component

Priority Group One

.OBJECTIVES l.!ICROSKILLS

1. 'lake complete, relevant, orcani~.ed notes •,rhile

listening to and/or participating in 50 minutes of

academic d~scourse .

1.1 Shoh' familiarity with note-taking formats

and conventions.

Recognize and use conventional idiosyn­

cratic abbreviations and s:rmbols.

Show the development of an eXposition or

argument using spacing, underlining,

numberin~. capitalizations, etc.

Show the sequence and interrelation­

ship of main ideas/points.

Sho>~ the relationship betHeen main

points/ideas and supporting details/

ex:amp_les.

1.2 Take notes on information delivered Hith

the different styles of spoken discourse

commonly found in an academic setting;

concise and hi~hly oreanized formal lectures,

rambling and colloquial informal lectures;

classroom discussion in which the note-taker

2s participating.

68

,1.CTIVITHS

C,D,E,F1G1 H,I,

J ,K,r.t,U, 0, P, \i1 X,

Y Z BB CC DD **

N, t/, X, BB,

CC, DD

H, BB, CC, DD

c, D, ~!, \'1 1 Z

BB, CQ, DD

!·1 1 BB. CC, DD

!>!, BB, CC, DD

C, ~1, vl, Z, BB,

CC, DD, **

1.3 Process ne11ly heard information •.-;hile noting c, ;;;, F, K, !>!, 0,

,

OBJBC':'IVES AliD ACTIVITIE::;: Oro.l Componen-t

Priority Group One

OBJECTIV"J1:)/m CR OSKILLS ACTIVITIES

1. Participate appropriately in a classroom F, R, s, T, u,

discussion or lecture. v' y. EE

1.1 Phrase requests for clarification clearly

and succinctly. F, T, U, v, EE

1. 2 Recognize appropriate and opportune moment

to gain the floor from linguistic, para-

linguistic and kinesic clues, and from R, s, T, u, v,

knowledge of cul ture.l norms. EE

Use annronriate P-ar.:bi"ts T, u, v, EE

Sip,nal desire to ma.lee a reouest. T, u, !l, EE

Recognize appropriate and opportune n, s, T, u,

moment to make a reouest. v, EE

1.3 !•lake a contri'oution in an on-going classroom F, s, T, u, v,

d;scussion. Y, EE

Formulate intended contribution C!uickly,

clearl:v and succinctly. S,T,U,V,EE

Recognize appropriate and oyportune

moment to gain the floor from linguistic,

paralinguistic and lcinesic clues, and

from Jcno~rledge of cultural norms (for

nurnose of makina: a contribution). S,T,U,V,EE

Priority Group Two

2. Give a short (5-15 r.Jin.) cla.ss presentation on some

f ,

70

Oi3JEC~'IVES/l·1I CR COKILLS ACTilfTTil.S

aspect of (intended) f ielc. of stuc~· and/

or one of the reouired universi~ D~ level courses. R V

,

71

Classroom Exercises*

A. Selective Listening--teacher points out discourse markers,

signals, ~rords and phrases for students to listen for.

Students interpret cued information. (LL)

B. Interpretation of Information--Students hear a short passage

and identify main ideas, relevant eY~mples and supportine

information, digressions, and distinguishes betHeen fact and

opinion. (LL)

C. Reconstruction--students write down key words or make notes as

they listen to siXLgle sentences or loneer passages; then in group::;

or alone, orally reconstruct ~rhat they heard using key •,;ords.

D. Rearrangement--teacher gives Ss list of points in passage or

lecture, but in wrong order. Ss listen and rearrange list

in correct sequence. (LL)

E. Summary-students 1noi te a stUr.mary of 1·1hat they have beard,

based on their notes.

F. Paraphrase--students orally paraphrase to each other or to the

teacher Hhat they have just heard.

G. Comprehension check-teacher asks subjects questions oral ly or

hands out list of questions to be answered either immediately

follo>ring listening or one >reek later. (LL)

H. Focus Questions--students are given list of questions based on

listening passage before hearing passage, and "'mmer as they

listen; question order corresponds to order of information

*LL means the exercise is suitable for the langu.~ge l ab.

I

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72

presented in passage, (LL)

I. Matri:x:-follo•ling lecture, students fill in missing in:or!lko.tion

in a matrix provided by teacher. (LL)

J. Completion of Graph-students receive graph with inforr..ation

missing. Following lecture, students use notes to complete

graph. (LL)

K, Definition Writing-students receive list of unfamiliar terms

and note do•m lecturer's definitions. (LL)

L. Vocabulary in Context--students receive list of underlined

•~ords, phrases and/or sentences in context of lecture they

have just heard! students match each word >lith synonym from

a list of distractors. (LL)

M. Outline skeleton-students receive incomplete outline of

lecture and fill in missing information as they listen. (LL)

~r. Strip Outline--students receive complete outline of a talk on

strips of paper, one point on each s trip; students are

arranged in groups; groups 11ork to construct outline; may

be done before listening, and then re>~orked after listening;

or handed out after listening at least once.

0. Cloze--after listening, students receive a clozed transcript

and try to complete it; students then l isten again, and make

a second attempt. (LL)

P. Diagram Lapeling--as students listen, they look at an unlabeled

diagram and label it. (LL)

Q. Follo1dng Instructions--students have a blank piece of paper;

tee.cher gives instructions for what to drew/ ~rri te on the

paper; students then compare their results ~Ti th teacher's

f or accuracy. (LL)

R. Video (Paralingual)-students v:atch video of lecture; students

interpret lecturer's gestures and intonation.

S. Video (Turntaking)--students watch video of e discussion on a

lecture they have listened to and identify points >rhere it

would be appropriate to break in and take a turn.

T. Video (Discus:::ion I)-students watch vi deo of a discussion or

73

a lecture they have listened to1 teacher stops tape at various

points and encourages students to interrupt, comment, ask a

question, make a point, argue, etc.

U. Video (Discussion !I)-teacher videotapes students' discussion

and plays it back.

v. Student Presentations--students give short speech on a topic in

their field or major. Other students take notes and ask

questions. Che week later they ans;rer comprehension

ques t i ons using notes.

W. Abbreviation Exercises--students receive a set of sentences

extracted from lectures they have heard, and re;rrite them in

abbreviated form on separate paper. Che vreek later they

reconstruct each item orally or in ~rri tten form, or are

given a quiz on the information. (LL)

X. Partial Dictation-students fill in blanks in transcript

Y. Question Formation--students make up questi ons from notes

,

and present questions to other students

z. Practice Lecture-teacher accompanies claoo:o to loN level

undergraduate lecture in large lecture hall; students take

notes; teacher administers quiz on lecture the following

week.

74

A.A. ;lord Family Chart-studento camplete Herd family chart; teacher

focuses on shifting stress, reduced forms, etc.

BB Notewri ting-stud.onts tclte notes on lecture hea.rd in cla"s;

students Hrite notes on the blackboard fo!' discuG:;ion.

CC Teacher as note- taker-teacher ~~ites notes on the over head or

blackboard at the same time as the students for comparison.

DD ldodel Notes-students read model notes before or during the

lecture.

EE Group Work-students >:ork in groups and participate in

simulations, roleplays and problem-solving activities.

T

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2. Methodology: The methodology is to some extent reflected in

the activities listed above. Other aspects of methodology

considered here include: the role of the teacher; integration

of skills, division of time; and selection of materials.

2.1 Role of the Teacher: The teachers of ELI 70 and ELI

80 have seven main responsibilities.

a. Tb explain and provide examples of the skills and

strategies required for listening, note-t~<ing,

contributing to discussions, and giving class present­

ations.

b. To monitor and make suggestions concerning each

student's progress and problems.

c. Tb provide input in the form of live presentations

and taped material.

d. To focus on the relevant fea·tures of the talks

and lectures presented.

e. To guide students through, and provide feedback

on, exercises completed in class, in the language

laboratory, and for homework.

f. Tb adapt the syllabus to suit the particular

needs of her/his class.

g. To evaluate performance and make recommendations

concerning each student's future needs.

2.2 Integrat ion of Skills: The emphasis of the syllabus

is on developing the ~elated skills of comprehending

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76

alternately delivered live by the instructor

and played on audio or video tape. The teacher's

live presentation >~ill embody the authentici t'>J

and spontaneity of spoken discourse, while the

tapes '~ill expose the learners to a variety of

accents and styles of delive~J· The lectures

delivered over the course of a 3emester should

exemplify the gamut of organizational styles.

These styles, as listed by Lebauer include:

a. Define-describe

b. Deducti,Iejhypothesis-proof/problem-solu'Cion

c. Inductive

d. chronologica.l/histori cal/ process

e. Listing/enumerating and exemplifying

f. Classification

g. Combination

The talks and lectures should be primarily

academic in content, and cover a variety of

fields of intere3t. As far as possible,

units shoul d be 'modular•, consisting of a

series of related l istening passages, occasional

short reading passages, exercises, discussions,

and group projects. Each unit should last

bet\·teen one and t.ro Heeks. 'rlris modular

approach gives materials more intellectual

y

'

spoken academic discourse, ~nd t~ing notes.

Exercises and activities do sometimca focus on

developine skills and strategies in one specific

77

area, but as note-t~ing is inseparable from listening

in the context of these courses, activities •.<ill

frequently integrate the skills . ~lliile the ability

to contribute to a discussion, and tje ability to

eive a coherent classroom presentation are considered

important objectives, a lesser amount of time >nll be

devoted to these skills. Student contributions Hill

be encouraged dt~ing each class period, and there

,;ill be a minimum of fifteen minutes of group

discussion every t1<o class periods. Each student

1·1ill give one classroom ?reser.tation lastine

approximately ten minutes.

Students Hill spend appro1:imately tHo hours a

Neek in the language laboratory. E::ercises ;;ill

utilize the skills and strategies presented and

practiced in the classroom.

2.3 Materia.ls:

2.31 Course Content: It· is recommended that the ~LI

utilize a core of commercial and pre-prepared

material, but leave the individual instructor

with the option of developing her/his o1m.

material. ~lks and lecturss shoul d be

I

78

appeal, and provides more purpose for listening,

note-taking, and discussion.

2.32 Language Content: l•laterials used in ELI 70 and

ELI 80 should replicate the discourse learners

1'1ill be expected to process and respond to in

their regular courses. Discourse must embody

t he features of spoken as opposed to •flritten

language. Before stating criteria for select­

ing and evaluating materials, it Hill be useful

to consider Stanley's (1980) summarJ of t he

features ~~hich diff erent i ate written language

from spolcen language ( SL) • 'I'he features of

SL include:

a. The use of a smaller and informal set of

items for sentence connection and for maintain­

ing cohesion betHeen sentences.

b. The use of syntactic parallelism

c. The acceptance of a higher degree of

redundancy, digression , comment, direction

cha.ngin{l", and of a more disorderly f101; of

ideas .

d. The use of imprecise reference and ellipsis.

e. The selection of vocabularJ and idioms

distinctive to tne SL.

f. 'l'he use of continuation markers distinctive

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79

to the SL.

g. The use of proposition evaluators.

2.4 Criteria for Selecting ;:-.:Hi illvaluating ::eterials:

The qua.li ties ;~nd characteristics re<J.uired of

materials used in ELI 70 and ELI 30 are reflected in

the follot<ing criteria for selection a.nd evaluation.

Criteria have been divided into the ninA broad areas

of objectives, topics, lan;:;uage content, t<•pes,

exercises, gradation, discussion, time and :Jtudent

response. (For evaluation of materia ls presently

used, see page 9.)

a. Objectives: t.re the objectives consistent Hith

those of ELI 70 and 80?

b. Topics: Are the topics relevant to the students'

field of study?

-Do the· topics represent a t·lide variety of fields

of- s-tudy?

--Are the topics likely to inte::-est the students?

----Are the topics covered in 'one- off' lectures, or

by a ser ies of related listening passages and other

activities?

c . Languac-c Content: I~ the lanf-."1.\Z..&;C authentic z.nd

appropri;:>.te?

---Do the voct-:.bulary, structures, a:'!.d rhetorical

s~Jles rnatch those of most academic situation3?

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80

d. ~pes: I~ there a variety of accents and voices?

- ---I:> tho ~peed and enunciation of delivery authentic?

a. Excrci~eo: Do the e::erci"'"" dovolop the :nicroskills

outlined in the objectives, ~d thus lead the student

towarcU; attainine those objectivcc?

----Arc the exercises relevant, interesting, and

adaptable?

- - - Do the exercicos exploit tho material to an

adequate extent?

f. Gradation: Iz tOere appropri~te crad2tio~ in

terms of

1 . Complexity and lencth of llctonine passages

2. Difficulty of exercises

3. Development of skills

g. Discussion: Does the material lend itself to

discussion?

---Are discussion topics suc;ecs·tod?

h. Tir.te: Ho11 lon;; does it ta!:e to cover the ma terie.l?

~. Student Response: Do students consider the ~~tcrial

useful and interesting?

3. Rccommen~tions and Administrative Conziderations:

3.1 Recommen~~tions:

3.11 Exempt from iurther ELI Listening Comprehension

cour:;e!l the majority of studcntc Hlto ha.ve

completed either ~I 70 or 3LI 80.

·r

3.12 Introduce a ne« langua.;c 1abora tor-J program

for the '"caker ntuden'ts >~ho have completed

ELI 70 or ELI 80.

3.1'\ Change ·the format of the placement test, a.>1d

introduce both a pre te::;t and. a summati..-e test.

3.14 Provicle teachers "'ith a set of objectives and

related activiiies.

3.15 Provide the teacher Nith sufficient material s

-to c over classes for a Hhole ccmester, if s/he

uishes to use them.

3.16 ~nange th~ catalog description of ELI 70 and

ELI 80.

3 . 17 EAtend the res?onsibilitien of coordinat~r to

cover both SL! 70 and ELI 30 .

81

3.2 Courses Offered: It \•lould be desirabl e to offer

separate courses for students in the humanities, and

for those in the s ciences. As this in lo~istically

i mpossible ho<1evcr, a compromise has to be reached in

terms of t opics covered in the materi~ls, and in terms

of the activities undertaken.

At prencnt, the majority of ELI 70 s~tdents

are required to take h~I 80. ELI 80, de::;pite the

superficially different course descri,tions, practices

the s<1.mc skills and strategies as ZLI 10. The majority

of £LI 80 are automatically exempted from further ELI

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82 ' "

listening comprehension courzcs.

This report recommends that the ELI retain the

two levels, and 'that an additional lan..,uage l aboratory

program be made available on both a '/oluntary and

obliga. tor"J basis. '!he program >Jill include numerous

passages relevant to both the sciences and the

humanities. It is recommended that the majority of

students in ELI 70 be exempted from ELI 80, and that

the majority of E:LI 80 students continue to be

exempted from repeating the cour:;e. :·lea..l<: students

from both classes 1-1ill either be required to take,

or opt to take, t he ne>~ lansuage laboratory program

which >Jill provide further practice in listening and

note-t aking.

3.21 Criteria for Exemption: Criteria for exemption

from ELI 80 for a student Hho has taken one

listening comprehension course include:

a. A post test (see below).

b. The teacher ' s e'/aluation of courseHork:.

c. The teacher's judgement of the student's

fut ure needs following an interview during the

last \'leek of the course.

Factors to be taken into account include

ans>Jers to the following questions:

a. Does the student have a sufficient a1;are-

'

ness of the listening and note-taking skills

and strategies required to succeed in the

univer sity environment?

b. Is the student considered unlikely to ever

improve?

c. Is the student's listening comprehension a t

a high enough level to utilize the skills and

stra tee;ies learned in class, and improve ei ·ther

on her/his o>m, or Hi th the support of the

lan~ge laboratory program?

d. Docs the stutient need a hi~_;h degree of

competence in note-taking skills for her/his

field of study'?

c . Are there t i me constraints if the student

is in the graduate division?

3.3 Role of 'l'esting: It is recommended tlld thl'ee tests

be administered; a placement tes t , a pre-test . in the

first ~reel~ of the semester; and a po::;t test i n the

final week of the oemester.

3. 31 Placement Test: It is: probable that the

exemption score of 36 on the current p l acement

test, t he PAT, i::; too high; 34 i3 a more

realistic pa5sing score. ds already noted,

the PAT tests neither note-taking skills, !'lor

the ability b follo1-1 extended, uninterrupted

'

passages of spoken discourse. It is therefore

recommended that the PAT be either supplemented

'"ith, or replaced by, ·tests 1-1hich focus more

specifically on the objectives of ~LI 70 and

BLI 80. ·.rhile it is hard to score notes

objectively, it is certainly •,rorth devel oping

reliable criteria, given th<d competent note­

taking is a major objective of these courses.

3.32 Pre-test: '!he purpose of the pre-test i:;; to

give objective confirmation that individual

students are placed at the correct level. It

allot·ts for movement bettveen levels, exemption,

and diagnosis of the Heaknesses of individual

students . The test should be based on the

object ives, e.nd include note-talcing and

comprehension questions on extended (15 minutes)

passages of spoken academic diucourse. In

add.i tion, t!le test should include i terns 1-~hich

focus on the skills and strategies focused on

during the course.

3. :n Post-Test:. The post t est should be similar in

format to the pre-test. 'lhi~ test provides an

objective measure, fo-::o both student and teacher,

of the individual 's ability, progress and

~veakness es.

f

3.4 Catalog Descriptions: ELI 70--ELI 70 develops the

skills and strategies necessary to comprehend 50

minutes of spoken academic discourse, pa~ticipate in

classroom discussions, and take complete, relevant

organized notes. J.leets five times ;-reekly . Obliga tOI""J

if not exempted. Language laboratory required. C/HC.

ELI 80--ELI 80 is for students at a higher proficiency

level than those in ELI 70. Like ELI 70, the course

develops the skills and strategies necessary to

comprehend 50 minutes of spoken academic discourse,

pa.rticipate in classroom discussion , and take complete,

relevant and organized notes. J,Ieets three times

>reekly. Obligatory if not exempted. Language

laboratory required. C/t!C.

Languar,e Laboratory Program (LLP)-- the LPP allot·ls the

learner to practice the skills and strategies l earned

i n ELI 70 and/or ELI 8o, in order to attain the

same goals. Assignments by arrangement. ObliGatory

if not exempted. cjuc.

3.5 Coordinators: This report does not recommend any

major revisions in the syllabi and administration of

ZLI 70 and ELI Bo. It has been noted th~t, a.lthough

;;;ti instructors are e:c;,>erienced teachers, ·they do not

itave the time to prepare the extensive materials

described above. It i~ therefore recommended that

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86

the position of coordinator be continued. Tne

coordinator Nou1d 'be re::;ponsible for choosing and

providing materials for both ~I 70 and ELI 8o, and

arranging regular meetings to discuss activities and

problems , quizzes, tests, and administrative matters .

4. Evaluation: ~ormativc and oummative evaluation of ELI 70 and

ELI 80 should be carried ou·~, using the follotling questions as

criteria:

4.1 Are the goal:l anli objectives relevant and aprropriate?

4 . 2 Are the goals and objectives clear and interpretable

for both studento and staff?

4. 3 Are the goals and objectives attainable?

4.4 Do the materials meet the criteria outlined in 2. 4

above, and arc they consistent with ~oth the objectives

and the methodoloey?

4.5 I:; t he placement and exemption policy appro9riate and

practical?

4. 6 Do the activities implement the objectives?

4. 7 Are the place~ent test, pretest, and po::;t-test valid

:?.nd reliable?

.,

,

SUI>liiARY

This section consists of a restatement of the objectives for

ELI 70 :md 3LI 80, and of recommendations for up~ding these

courses a

1. ~ims and Objectives

2. Recommendations

87

DESL AUDIO TAPE LIBRARY

**********~*****************************************************

TITLE AUTHOR IS

CODE LETTER/S: C <Cop1esl M (Masterl DETAILS OM <Original Masterl

****************************************************************

ADVANCED LISTENING COMPREHENSION

3C 1M 10M (5 tapes>

BETTER LISTENING SKILLS

4C

ENGLISH IN USE

2C

KINGDOM OF KOCHEN

lC

Dunkel & Pialorsi

Lectures 1-15 on 8 tapes

Text in Reading Room

Sims :'1< Peterson

Units 1-5 on 1 tape 3C (yellow labels>

Units 1-5 on 2 tapes 2C (green labels )

Unit 5 only <Anasazi) on 1 tape 9C

Text in Reading Room

on 3 tapes

Plaister

Lectures 1-20 on 20 tapes

Lecture 20 on 1 tape 3C 1M

Text in Reading Room

'

DESL AUDIO TAPE LIBRARY cont'd

LISTENING ~' LEARNING

3C 1011

LISTENING t. NOTE TAt· ING

LISTENING LON'I OURS

J.C 10M

LISTENING FOCUS

LISTENING IN I SPEAklNG OUT

Modules I , I I , IV, V on 4 tapes

Yates

Sec. II Abbreviations on 1 tape 9C

Rost

Talks 1-30 on 3 tape~

Text 8< Wor I< boo~~ in Reading Room

Kisslinger & Rost

6-10 on 1 tape 1C 10-16 on 1 tape 2C

Te><t & Workbook in Reading Room

James, Whitley, Bode

Intermediate 1-12 on 1 tape 3C

Text 1n Reading Room

Advanced 1-10 on 1 tape 1C

. . • '

DESL AUDIO TAPE LIBRARY cont'd

SCIENCE EDITOR

1C 1M

Undorstand•ng Academic Lectures

1M

EV 528. 1 ' 2, 3 EV 529. 1 ' 2, 3 EV 531. 1 ' 2, 3 EV 532. 1 ' 2, 3 EV 536. 1 ' 2, 3 EV 537. 1 ' 2, 3, EV 538 . 1' 2, 3 EV 539. 1 ' 2, 3 EV 540. 1 ' 2, 3 EV 541. 1 ' 2, 3

Scr-ipts e~va il able

Mason

Lectures 1-14 an 7 tapes

4

-

.· ,

DESL VIDEOTAPE LIBRARY

····~···························································· TITLE Author Is

!C=COLOR/BW=BLACK 8, WHITE/Number + m=TIME IN MINUTES/SO etc=DATE>

*****************************************************************

I. COLOR <C>

ACCULTURATION Bowen C 43 m '84

Advice to foreign students entering t he United Si:ates, with emphasis on competence in the academic classroom.

AMER I CAN HISTORY: Wisl<in

I. COLONIZING THE ORIGINAL 13 STATES C 43 m '84

II. EVENTS LEADI NG UP TO THE REVOLUTIONARY WAR x2 C 40 m '84

III. REVOLUTIONARY WAR A OF C TO CONSTITUTION C m '84

IV . MANIFEST DESTINY x2 C 50 m '83

Series of four lectures givi ng a detailed survey of the period c:over·ed. MANY EXERCISES I AUDIO TAPES I TRANSCRIPTS

BETTER LISTENING SKILLS 1-5 Si ms & Peterson C 50 m

Commerci c;~l minutes.

recording to be used with text. Average about 12 AUDIO TAPES I TEXT IN READING ROOM

A COMPARISON OF AMERICAN AND BR I TI SH ENGLISH

Harper

Recorded l ive before an ELI 80 class. Well presented 1 t~cture wi tr1 gocld use of e>tampl es.

1

C 25 m '83

organized and SOME EXERCISES

,

DESL VIDEOTAPE LIBRARY cont'd

CREATIONISM VS. DARWINISM Ruze x2 C 23 m '82

Recor·ded 1 ive before an ELI 80 class . Disc:usse!!l the recent conf r·ontation between Evolutionists and Creationists over the teaching of evolution in public schools. Presents the Creaticmist vieo1. Best used in c.onjunction with the DARWIN tape.

SOME EXERCISES I TRANSCRIPT

ELI 73 PEER FEEDBACK C 30 m '82

ELI 83 LIBRARY SKILLS Jakobovits C 45 m ea.

Set of four tapes: 1.) Library Skills 2.> ReferPnce Terms 3.> lnde>:es r~nd Abstracts 4. > Bibl1ngraphic Inde>: WRITING EXERCISES

ESL BROWN BAG

FORMATION OF THE HAWAIIAN ISLANDS

A descr1pt1on of 40 m1ll1on years of R£.•corded live at U.H. in an ELI 80 class.

HAWAIIAN HERITAGE

Jakobovi t.s c 45 m ·so

Kelch C 20 m '84

volcanic development. 1 EXERCISE

Yuen C 21 m '83

r>escriptio11 the r·ei gn

of Hawaii's story from the time of Captain Cook to of King Kamehameha . Speaker has local accent.

AUDIC> TAPES I TRANSCRIPT

HISTORY OF THE ENGLISH LANGUAGE Bowen C 40 m '84

Tr.c:~s the histor1cal events affecting development of the English l<>nguaqe from the early Germanu: migrations to modern English.

LANGUAGE ~ CULTURE Brown

i(~non.lwl l1v., at UH. 0HICU!!I!!I~!!I the OPT IM~IL DHJli\Nt::l!:. anrl Sl .. A. Good organi;:atH>n. Interesting content.

2

C 26 m '83

hypothesis AUDIO TAPE

, . ,

DESL VIDEOTAPE LIBRARY cont'd

MY FIRST FEW MONTHS IN AMERICA Joffres C 35 m '80

Discusses the tr·aumatic per·iod of adjustment to studying and t r ying to communicate in L2. Touches on problems common to most L2 students.

PLATO AT U.H. Harper C 35 m '82

Introduction to the PLATO program and its potential uses.

STUDY SKILLS Bowen C 50 m '84

Introduction to outlining and mind-mapping for the L2 learner. Recor·ded live in an ELI 80 c lass at U.H.

T.V. COMMERCIAL COLLECTION Nakahara C 20 m ' 82 ~LEARNING ENGLISH FROM T.V. COMMERCIALS

Includes a short demonstration on how to develop L2 materials.

WESTERN CI VILI ZATION

I. PREHISTORY

Discusses begi nn ings institutions: Paleoli t hic

II. EGYPT & HEBREW RELIGION

III . THE GREEKS

3

Halpern

and devel opmer1t <Lower, Upper) a nd

AUD IO TAPE

C 40 m '83

of human Neolithic. I TRANSCRIPT

C 55 m '84 AUDIO TAPE

C 55 m '84 AUDIO TAPE

' '

II. BLACK ~ WHITE <BW>

AQUATIC EVOLUTION OF THE HUMAN SPECIES Collier BW 30 m

Discusses the theory of the aquatic: evol ution of the h~tman race and covers a number of factors that support this theory. Very clearly organ ized. Moderate difficulty with vocabulary, but there is a fair amount of redundancy. Depending on your viewpoint., some descriptions and language may be X-rated and embarrassing tt1 your students and/or yourself. EXERCISES

AQUATIC EVOLUTION OF LANGUAGE Hubbar·d BW 1.5 m

Discusses the origin of language in the light of the theory of the aquatic evolution of man. The DARWIN and A~lUATIC EVOLUTION OF THE HUMAN SPECIES videotapes should be shown before this one

SOME EXERCISES

DARWIN: AN UNLIKELY REVOLUTIONARY Gould BW 20 m

Discusses the impact of Darwin's origin of the species theory of scientifi c: thinking. Also discusses aspects of Darwin's life and personal ity that contributed to his thoughts. Well organi~ed. Begi n at 095 on tape counter. MANY EXERCISES

HIGH CONTEXT/LOW CONTEXT Lebauer BW 30 m

Recorded at UH. Discus,;es the meaning of HIGH and LOW context and contrasts the reactions o f high and low conte>tt cultures.

MEMORY Kovacich BW 25 m

LectLtre di sc:usses varying aspects of memory: its components, how it wor·ks, why people forget, how pet1ple can remember better. Fairly hard because of subject matter and information density. B!~gins and ends abruptly. EXERCISES

ON STOPPING AN ECLIPSE Hallett

Discusses t.he organizing a Asian st"dent.s

elaborate pr·eparati ons of Australian demonstration to try to prevent a solar failed to see the humor. Live at UH.

4

BW 30 m

stud1mts eclipse.

I

DESL VIDEOTAPE LIBRARY cont'd

PIDGINS ~ CREOLES Day EtW 30 m

Attempts to define the concepts of pidgins and creoles, giving specific examples in Hawaii and througho~•t the world . The h1storic:al process of the development of Hawaii Pidgin English and Hawaii Creol e English is clear and is useful as an example of chronological or·gani zation. Ends abr uptly.

READING IN THE CRIB Steinberg BW 25 m

LectLtre di sc:Ltsses in step-by-··step fa.sh i on how the Ste i nbergs taught t.hei ,- son to read before he coLtl d talk . The 1 ecture begins wi th some theoretical background on reading and ends wi th a description of their son's reading ability as he g o t o l der . An easier lecture, clearl y organized and using f a i rly common vocabular .. y . There are two ver·sions of this lecture. The 30 m one is the mt1r·e organized of the two, and is the one that most of the prepared e>:erci ses ar·e geared to. SOME EXERCISES

UH LECTURES

AMERICAN STUDIES 211 Gething BW 50 m

PSYCHOLOGY 212 Marcella BW

RELIGION 101 Aoki BW 45 m

SOC I OLOGY 100 Babbie BW 50 m

5

'

CATALOGUE OP TAPES IN THE LANGUAGE LAB

*****************************************************************

TITLE

CODE LETTERS/NUMBERS

AUTHOR/S

NUMBER OF TAPES

*****************************************************************

EA SERIBS

BASIC U-R DIALOGS

EA 101.1-130.3

LISTEN & GUESS

EA 301-348

MATERIAI.S FOR HELP

EA 401.1-415.1

ENGLISH SENTENCE STRUCTURE

EA 501.6-528,4

BASIC COMP EXERCISES (stories)

EA 601-617

IDIOM DRILLS FOR STUDENTS OP ESL

EA 801.1-806.30

EB SERIES

U-R DRILI.S FOR STUDENTS OF ESL

EB 101-130.8

•

1

Alter

72

Allen & Allen

48

Selected by Whitley

15

Krohn

121

Rick a rd/W'ate rs

17

McCallum

30

Alter et a1

231

EB SERIES cont'd

U-R DRILLS (SUPPLEMENTS)

EB 10l.lsl-116.lsl 116.4sl-119.6sl

AMERICAN ER:>LISH BY THE A/V METHOD

EB 401-419

IMPROVING AURAL COMPREHENSION

EB 501.1-508.15

LI STENI 1.1;/WRITI 1.1;: UNDERSTANDII«i EI.I;LISB SENTENCE STRUCTURE EB 601.1-608.4

THE KII«>DOM OF KOCHEN

EB 801.1-820.1

KOCBEN SUPPLEMENTS

EB 800.sl-BOO.s5

AUDITING PRACTICE DRILLS (70 & 80)

EB 900.1-900 . 2

INTERMEDIATE U-R DIALOGS

EC 101-180

INTENSIVE COORS£ IN ENGLISH

EC 201-230

EC SERIES

2

Nazaac

Center foe Curriculum Development

Morley

Morley

Plaistec

Plaistec

Plaister

Alter et al

English Language Services

49

19

142

32

25

5

2

80

30

..._..

'

EC SERIES cont 'd

SRA RBADIOO LAB Parker LISTENING SKILL BUILDERS IV-A EC 301.1-309.1

MODERN EOOLISH Rutherford

EC 401.1-415.1

LISTEN & WRITE FA Educational

EC 601.1-615.1 Devel opmental Labs

ORI EN'l'ATION IN AMERICAN EOOLISH IV Costinett

EC 701-710

LISTEN & LEARN Smith

EC 901.1-920.1

ED SERUS S.tJ- /)~ "(~ LISTEN LESSON BOOK DA

ED 101.1- 115.2

INTENSIVE COORSE IN ENGLISH (Advanced I) ED 231-280

COMMUNICATION SKILLS

ED 301.1-305.27

BETTER LISTENING SKILLS

ED 401. 1-405.2

3

Communicative Skills Program

English Language Services

HELP Staff

Sims/Peterson

9

15

15

10

20

30

50

74

10

'

ED SERIES cont 'd

LISTBNIN:; IN & SPBAKIN> OOT (Intermediate) ED 501-512

LISTBNIN> & NOTE-TAKING/ LISTBNIN> CONTOURS ED 601-624

LISTEN!!~> FOCUS

ED 701-721

ADVANCED LISTENING COMPREHENSION

ED 801-815

EE SERIES

INTENSIVE COURSE IN ENGLISH (Advanced II , Vol III) EE 201-250

DBVELOPIIJC FLUENCY I N EN>LISH

EE 401-409

BARRON' S PRACTICE EXERCISES FOR THE TOEFL EE 501.1-501.19

LISTENING & L&ARNIN>: Lec t ures

EE 601-610

4

Bode, James, Whitley

Yates/Rost

K issl inge r/Rost

Dunkel/Pialorsi

English Lang uage Services

Crymes

Sharpe

Young/Fitzge ra ld

12

24

21

15

50

9

19

10

I

EF SERIES

UNDERSTANDING ACADEMIC LECTURES

EF 101-114

INTENSIVE COURSE IN ENGLISH

EF 201-220

Mason

English Language Servi ces

BP SERIES Phonetics

ENGLISH PHONETICS

EP 1-11

PRONUNCIATION DRILLS FOR LEARNERS OF ENGLISH EP 101.1-116.3

ER SERIES Dialects

' AMERICANS SPEAKING (Dialects) ~

ER 1.1-1.6

MATERIALS FOR ESL 360

ER 4.1-4.6

TRANSCRIPTION TEST (Hawaii Creole)

ER 4.7-4,8

STANDARDS & DIALEC'.rS IN ENGLISH

ER 5.1-5.2

5

DESL

Trager/Henderson

Muir/McDavid

Day

Day

Shopen/Williams

14

20

11

39

6

6

2

2

•

...

'

ER SERIES cont ' d

TWO PIDGIN MONOLOGUES

ER 6 l

BT SERIES Tests

HELP ' PACT Placement tests Steinberg/Rickard , Plaister/Blatchford

ET 1-2 Checked out only with permission of ELI Director 2

TEST OF ENGLISH SOONDS

ET 3

IMPROVING AORAL COMPREHENSION 1-4

ET 4.1

HELP LISTENING COMPREHENSI ON TEST

La do

Morley

Bowen/Bida

ET 5.1 Checked out only with permission of ELI Director

PLAISTER AUDITING TEST (PAT) Plaister

ET 6 Checked out only with permission of ELI Director

TOEFL LC PRACTICE TEST 1, 2 , 3

ET 7 (test 1) 8.1 (test 3) 9 (test 1)

ARCO'S TEST OF ENGLISH AS A FOREIGN LANGUAGE ET 10.1-15,3

TOEFL SAMPLE TEST

ET 16.1

6

Gruber

ARCO

l

1

1

1

3

18

1

.·

,

ET SERIES cont ' d

BARRON' S HOW TO PREPARE FOR TOEFL Li s t ening Comprehension Section ET 17-19/20. 1/20. 2

STRESS & INTONATION Using American English ET 51. 1

EV SERIES Culture

MISCELLANEOUS TAPES dealing wi th American or English culture EV 1-63

MISCELLANEOUS COMPREHENSION EXERCISES VOR HELP EV 65. 1-65.10

SCIENCE EDITOR CBS

EV 528 . 2- 532.1/536.1-542 . 3

ENGLISH FOR VIETNAMESE

EV 701-712

'

SUPPLEMENTARY MATERIAL FOR ELI 70 & 80

EV 801.1-862 .1

so~s

EW 1-27

EW SERIES Music

7

Ba r ron

5

1

Rickar d

63

10

Rickard

Alexander

12

Loaned by Dickinson

27

;

:

'

EX SERIES Drama

DRAMA: SORRY, WRONG NUMBER

EX 1

EY SERIES Poetry

THE POEMS & TALES OF BDGAR ALLEN POE

EY 1

DANCE SEQOENCE

EY 101

STONE

EY 102.1

EZ SERI ES Prose

BASIL RATHBONE READS EDGAR ALLEN POE

EZ 1-2

BIRAM SHERMAN READS MARK TWAIN

EZ 3-3.5

THE LEGEND OF SLEEPY HOLLOW

EZ 4

MARK TWAIN TONIGHT Highlights from CBS Special EZ 5

g

Lane, Rickard et al

1

Rathbone

1

Unterecker

1

Unterecker

1

Rathbone

2

Sherman

6

1

1

:

EZ SERIES cont ' d

RATHBONE RRADS HAWTHORNE Rathbone

EZ 6-7 2

SHORT STORIES Nazaar

EZ 8-11 4

SHORT S'l'ORIES Nazaar

EZ 12-17 7

SHORT STORIES READ BY TED RODGERS Rodgers

EZ 18-22 5

GRIMM'S FAIRY TALES READ BY DANNY KAYE Kaye

EZ 23/23sl 2

WIZARD OF OZ

EZ 24

PETER & TBE WOLF

EZ 25

THE SORCERER'S APPRENTICE

EZ 26

9

1

1

1

• ENGT,ISII LA.'<CI'liGT: S 'l' UL>Y - - ·- -- --

Materials of interest to ESL/ELI Instructors at the Audiovisual Center, Sinclair Library

KITS

Dialects and Dialect Learnlng The t;ases of Voice A.rtl.culation und Pronouncl,,tion Jikkcnteki Eikawa: Experiments 111 :,poken r:nyl i.sh

PHONODJ SCS

/.meri car:s Spca~ ln'J: A Dialect Rcc">rcl Thr: Changing r:n<Jlish Language Com):Jrehension Through Listening Hard to Learn That r::ngJ i ~h lis l\ Gccon<l J.anyu<I<JC Hl ues English ~lith An Accent

TAPES

Cornelius: Interview VeraJohn: Language DevelOIJrncnt & Bilingual Children A ?ractical Course in English Pronunciation F.nglish Accents And Dialects The f'oreign Language Teacher Interacts: Enylish 1\s

A Foreign Lan~uage Blundell: Taske Listening Listening In & Speaking Out: Intermedi1-1te Listening In & Speak i ng Out: Advanced Mister Monday ' Other Songs for the Teaching Of F.nq lish lihat A Story! Listening Comprehens i on Have i'ou Heard? Listen 'fo This: Aclvancerl

VIDEOS

Kit 88 Kit 89 Kit 90

P!"!ono 180 Phono 405 Phono 846 Phono 1254 Phone 2843

Tape 738 Tape 40 7 Tape 696 Tape 697

Tape 698 Tape 850 Tape 851 Tape 852 Tape 86 . Tape 940 Tape 942 Tape 943

The Research Paper Made ~.asy, From lls s ignmPnt to Completion VTR 17 Revising Prose Vl'R 153

Update 4/8 4

'

Suggestec videos for I'SL use.

To A New Horizon: Fulurama Ben • s ~~--i 11 On The Cowboy Trail Kona Coffee & It's People Iolani Palace: R~turn to Glory USArt: Gift to Ourst:lV..lS Bmi Mako Gin & Dor. Piney ourselves F'ujikawa Days of Iwa Local People lloku Award" West Side Story Making of a Continent Series:

Corridors of Time Land of Slccpiny f.1ounta1na Price of Cold

Kilauea: Curtain of Fire Kalaupapa - 'l'he Refugl> Linda Coble's Peple in Paradise

Suggested Kits for ES L use.

Musical Instruments of Hawaii The Origins of American Values Conflict in American Values Maui: The Valley Isle Flowers of Hawaii The Kinds of •raf!a Here Great Inueed Lei Aloha Menehunes Battle of the Little U.i.g !lorn The Kingdom of Hawaii Hamburger USA

VTR-78 VTR-84B VTR-85A VTR-117 VTR-129 VTR-130 VTR-134 VTR-135 VTR-136 VTR-137 VTR-138 \'TR-139 VTR-141 VTR-143 V'l'R-192 & 205 VTR-204

VTR-237-1 237-2 237-3

VTR-272 VTR-285 VTR-287

Kit 44 Kit 58 Kit 66 Kit 75 Kit 76 Kit 181 Kit 180 Kit 182 Kit 162 Kit 201 Kit 202

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