EFS 693B - STANFORD UNIVERSITY
Listening and Communication
EFS 693B - STANFORD UNIVERSITY
Listening and Communication
EFS 693B
Notes: 7 - 1
I. Opening: Discussion of Groundhog Day: What do you remember? What do you expect to happen?
II. www.stanford.edu/dept/lc/efs/FlashACE/: this program is designed to provide processing practice through close comprehension and dictation.
III. Research and practice trends on captioning/subtitling for language learning
Typically show either positive effect or no significant difference for comprehension
May improve rapid reading
May interfere with picking up visual information
More positive results when students can control the subtitling
Some evidence that viewing native language subtitles first for difficult material may be helpful
Are better than transcripts for simultaneous listening because they are superimposed on the video
IV. Recommendations
Don't avoid subtitles, but
Don't overuse them
Toggle them on and off to maintain listening focus
Remember that they are not always exactly what is said--their purpose is to help with meaning
V. Return to Groundhog Day
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Homework:
1) Go to www.stanford.edu/dept/lc/efs/FlashACE/. Go through FlashACE Intermediate Lessons 1-3 (we'll do others later). For 1 and 2, try to understand each item completely before answering, repeating as needed; for 3, do it like a test, just listening once before answering. Be prepared to discuss your experience in the next class. Note that there are a few errors in Lesson 2 (numbers 5, 7, and 9)--I have not been able to get the programmer to repair them yet.
2) Continue with your independent projects at least 20 minutes every day.
Plan the time each day that you will do your work: track to see how well you follow your plan
Do at least two hours total, but plan for more if you can
The most important part of this is to do something every day, 6 days this week
If something happens and you miss a day, do a morning and an evening session the next day
Be prepared to comment on your results in class next Monday