International Congress (LA BCI- Chile) . Presentation on the findings of classroom research into the relevance of strategy-use in reading and listening from the learners' viewpoint.

1. The relevance of strategy-use in reading and listening from the learners' viewpoint. Santiago, July 14 Christiane R. Cacciari São Paulo, Brazil X TH LABCI CONFERENCE

2. ALTE 2 TEENAGERS CONTROL 15 STUDENTS EXPERIMENTAL 15 STUDENTS PART 1: skills + strategies PART 2: raising awareness

3. Sample 1 Objective Raising awareness: Elicitation + Investigation + Feedback Reflection: Sample 2 Objective Raising awareness: Elicitation + Investigation + Feedback Reflection: Final Lesson Objective Raising awareness: 2 experiences: Investigation and Reflection Comparing and contrasting groups : Experimental group and control group Conclusions

12. The students ticked the strategies they thought they really had used. Part 2 – Raising awareness (SAMPLE 2) N of students who used them Strategies 03 Knowledge of the language 03 Guessing vocabulary Others 13 Summarizing 12 Activating background knowledge 14 Getting the main idea 13 Getting the details 11 Guessing / Inferring

15. Objective (final lesson) P rovide students with two different listening experiences. Lead them to reflect about the differences between those experiences. Finally , state the relevance of strategies use when doing the listening activities.

17. How am I feeling in relation to the learning tasks? What helped/hindered me from getting the answers? More comfortable because the first activity contextualized the second passage. 11 The prediction, the context, paying attention to the key words helped me get the answers right. 10 More relaxed and comfortable, the speaker spoke more clearly . 13 The first activity prepared me because of the similar context .14 It was easier and there was a picture .1 The key words helped me get the right answers .12 Raising awareness Confused due to lack of context. 12 Reasons why they didn’t get the answers : Lack of concentration. 13 Difficulty to distinguish ‘ can ’ from ‘ can’t ’/ ‘ are ’ from ‘ aren’t ’. 12 Misinterpretation of a piece of information. 06 Reasons why they got them right : More concentration . 06 Prediction from the context . 01 Strategies learned (first I got the general idea, then I paid attention to the details. 01 Confused due to the speed of the speaker . 15 Reasons why they didn’t get the answers : Lack of concentration .4 The sentences were not in order .13 Difficulty to distinguish ‘ can ’ from ‘ can’t ’ .7 Reasons why they got them right : From the context I inferred the answer .3 Key words : 4 Understood the words :12

18. The relevance of strategy-use in the student’s point of view. 2.Talking about workplaces I know prepared me for the activity. (I had an idea of what I was going to listen to) Yes – 11 No – 4 Yes – 14 No – 1 3.I didn’t have to understand everything to answer the first question. Yes – 13 No – 2 Yes – 5 No – 10 4.The second time I listened to the passage I focused my attention on specific details. Yes – 13 No – 2 Yes – 10 No – 4 5.Taking notes helped me during the activity. Yes – 5 No – 10 Yes – 3 No 11 (I didn’t take notes) (I didn’t take notes) 1.The picture helped me to predict the context of the listening passage. Yes – 9 No – 6 Yes – 13 No - 2 Experimental group Control group

21. Thank you. Christiane Cacciari chrisrc@ uol.com.br