Language Learning Support Section

Abstract

R & D Background

Purpose & Design

Action Plan

Findings & Analysis

Implications

Remarks

> Purpose & Design

Topic of the project
Developing listening skills and responses to spoken texts
Purposes of the project
- To identify students' needs in listening to and responding to spoken texts through analysing TSA data
- To adopt appropriate strategies and design a range of listening activities using the task-based framework
Strategies used

The teachers believe that effective listening skills are "essential for successful interpersonal communication" (English Language Curriculum Guide, 2004). Developing students' listening and appropriate responses to spoken texts is thus not just an attempt to prepare for tests and examinations, but more importantly, for real-life interaction.

As data can "promote teaching and learning by facilitating identification of pupils' achievements and setting of targets" (Kirkup et al, 2005), the teachers decided to start with analysing assessment data to identify students' needs in listening. They then came to realise students' weaknesses, such as limited exposure and confidence.

To help students overcome the problems, the teachers paid attention to the "3 stages" in the listening process (Saricoban, 1999). At the pre-listening stage, they used lead-ins to activate prior knowledge and facilitate "listening for a purpose". When preparing listening materials, they stressed variety in task design. Finally, students were debriefed after listening so as to consolidate knowledge and skills.
Design of the Project

The project was launched in September 2008. TSA data were analysed to identify students' strengths and weaknesses and inform curriculum design. The task-based framework was used to revamp textbook chapters while a range of listening materials were infused into the units to address students' needs.
Assessment
1. TSA data analysis (Analysis summary)
2. Lesson observations
3. Teacher interview