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Date Posted: 19:37:35 10/08/05 Sat
Author: Luis Antonio Morad Stefani
Subject: Re: Citing Resources: Listening and Grammar
In reply to: Rodrigo Nunes Pinto 's message, "Citing Resources: Listening and Grammar" on 19:25:37 10/07/05 Fri

Dear Rodrigo,

I liked very much the citations you included in your paragraph. I believe they are significant to your work and they support well your ideas. I think that there has been a problem of formating of your text, so I’m not quite sure I understood what you meant. I’d like to add some ideas which might be useful for improving your work :

Students may find some difficulties in learning English due to the language itself and to the way it is presented to them. English has a wide range of vocabulary and of other features, such as phrasal verbs, which are generally difficult for students to understand. Moreover, grammar structures may not have been correctly dealt with in a classroom and it frequently affects the students’ ability to listen to English because they do not recognise what they have learned with what is being heard. Mary Underwood (1990) mentions Simon Garrod (whose words) (Don’t you think you could use “who” here?) “suggests that the act of comprehension requires listeners to place the words in context at the same time as they process the sounds”(p.3). Later, according to Underwood , (I believe that this should be in the same line here) “native speakers, when listening, can call upon their accumulated knowledge of the culture and background of the speaker (…). They expect certain kinds of language to occur in particular situations (…). From lifelong experience, native speakers can put what they hear in context, even though they may sometimes need to make adjustments when speakers do not say what they expect them to say”.(At this point I think that you should have quoted the author, date and page number. Also, I think you ought to provide a transition to your second citation, something like: “In fact in realistic situations native speakers say that: ”) “As listeners, we often predict what will follow and then try to ‘match’ what we actually hear with our prediction. Even if the ‘match’ is not perfect, we are generally at least in the right area and have no problem in understanding”.(I think you have to quote the author, date and page number again)

( I believe that this is your third paragraph. You should rephase it because the “consequently” refers back to : “Moreover, grammar structures may not have been correctly dealt with in a classroom and it frequently affects the students’ ability to listen to English because they do not recognise what they have learned with what is being heard.” This too far away now. I’m not sure but maybe you could use this sentence here, as an introduction to this topic.Anyway, as it is now, the “consequently” refers to the native speakers listening strategies, what doesn’t make much sense. )

Consequently, the learner frequently encounters some unfamiliar grammar structures, words, colloquialism and informal speech in listening passages that hinder understanding and I have noticed that students complain about it at many times.

Finally, regarding the bibliography :
UNDERWOOD,M. (1990).Teaching Listening.Longman.
It should be :
UNDERWOOD, Mary. Teaching Listening. PLACE : Longman,1990

I hope you find the comments helpful.
If there’s anything which isn’t quite clear to clear, please get in touch.
Best wishes,

Luis

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Replies:

  • FINAL VERSION:Citing Resources: Listening and Grammar -- Rodrigo Nunes Pinto, 20:40:38 10/08/05 Sat
  • Re: FINAL VERSION:Citing Resources: Listening and Grammar -- Ricardo, 12:16:37 10/11/05 Tue
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