Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2014.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL
INGLÉS
TESIS PARA OPTAR POR EL GRADO DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
A STUDY TO STRENGTHEN LISTENING
ACQUISITION IN ENGLISH LEARNERS
BACH. MARIELA GUTIÉRREZ PÉREZ
2013

2. We need to teach listening in our schools as
a skill. Why is it not taught? [ It is] crazy”
“
Julian Treasure

3. GENERAL OBJECTIVE
To diagnose the listening issues and the use
of listening strategies applied during the
listening acquisition process.

4. SPECIFIC OBJECTIVES
 To determine the issues that interfere the most
with effective listening comprehension.
 To identify the types of listening strategies
applied by learners in and out of the classroom.
 To assess the listening level of learners through
the application of an evaluation

5. INSTITUTO NACIONAL
DE APRENDIZAJE
created in 1965
Vision and Mission
Program under consideration

6. THEORETICAL FRAMEWORK

7. SOME FACTORS THAT AFFECT
LISTENING COMPREHENSION
TEXT
INTERLOCUTOR
TASK
LISTENER
PROCESS
English level
Top-down
Speech rate
Hesitation
Speaker’s gender
Stress and
rhythm
Nature
of the
activity
Morphological
changes
Word order
Type of input
Memory
Affection
Bottom-up
processing
Age
Parallel
Speaker’s culture
or ethnic group
Type of
listening
skill
attention
Background
knowledge
Adapted from: Rubin, J. (1994). A Review of Second Language Listening Comprehension Research.
The Modern Language Journal, 78: 199-221.

8. TYPES OF LISTENING
STRATEGIES
ACHIEVEMENT
STRATEGIES
FOR IMMEDIATE
RESPONSE
AVOIDANCE
REPAIR
PRO-ACTIVE
STRATEGIES
PLANNING,
MONITORING,
EVALUATING, REPLANNING, PROBLEM
SOLVING

9. AUTHENTIC AURAL
MATERIAL
Authentic recordings are those in which there are
“people speaking naturally and without the
purposes of language learning in mind” (Field,
2009,p.270).

10. METHODOLOGICAL
FRAMEWORK
 DATA COLLECTION INSTRUMETS:
Open-ended questionnaire, likert scale
and diagnostic listening test
 VARIABLES:
Listening Comprehension Problems
Listening Strategies
Listening Comprehension Level
Available-to-everyone-resources

11. ANALYSIS AND
INTERPRETATIONS OF
RESULTS

12. GENERAL COMPARISON OF THE ASPECTS THAT
INFLUENCE LISTENING COMPREHENSION, SAN
JOSE, COSTA RICA, 2013
80
70
60
TEXT
INTERLOCUTOR
LISTENER
PROCESS
TASK
OTHERS
50
40
30
20
10
0
Always, often
and sometimes
Occasionally,
almost never and
never

13. FREQUENCY OF LISTENING PRACTICE IN AND OUT
OF THE CLASSROOM, SAN JOSE, COSTA RICA,
2013
12
10
8
6
4
2
0
always
often
sometimes
almost
never
never

14. TYPES OF IMMEDIATE STRATEGIES SUGGESTED BY
THE PARTICIPANTS, SAN JOSE, COSTA RICA, 2013
ACHIEVEMENT STRATEGIES
AVOIDANCE STRATEGIES
"pay attention to sentence or word stress"
"look for the meaning of unknown words and
their pronunciation"
"look for the meaning of unknown words"
"avoid figuring out the meaning
I usually translate it
"translate into Spanish in my mind while I listen"
Look for unknown words in the dictionary
of unknown words for me"

15. GENERAL PARTICIPANTS' LISTENING LEVEL, SAN
JOSE, COSTA RICA, 2013
PARTS OF THE
SKILLS EVALUATED
TEST
SECTION I
to listen selectively and listen for
PERCENTAGE OF
CORRECT ANSWERS
70
details
SECTION II
to discriminate details
42
SECTION III
to infer and predict
49
SECTION IV
listening for main ideas
28
SECTION V
listening for general understanding
57
TOTAL
47

16. PERCENTAGE OF THE MOST USED
LISTENING RESOURCES
RESOURCES AND MATERIALS
FOR LISTENING PRACTICE
OUT OF THE
CLASSROOM
IN THE
CLASSROOM
websites for listening purposes
80
54
videos
73
93
movies
100
60
TV series
87
0
music
87
100
Textbook
33
87

17. CONCLUSIONS AND
RECOMMENDATIONS
 Unawareness of the aspects that can
influence comprehension
 Willingness to practice and the recognition
of the importance frequent practice has.

18. CONCLUSIONS AND
RECOMMENDATIONS
 Unawareness of what listening strategies
really are.
 Poor listening sub-skills.
 Evident preference for the use of
authentic resources.

19. PROPOSAL TO DEVELOP METACOGNITIVE
AWARENESS OF ENGLISH LISTENING
ACQUISITION BY THE IMPLEMENTATION
OF A EIGHT-DAY-DURATION WORKSHOP
FOR LANGUAGE LEARNERS

20. GENERAL OBJECTIVE
To implement metacognitive listening
lessons through the use of natural
and authentic aural texts.

21. SPECIFIC OBJECTIVES
 To describe the main aspects that can
significantly have an effect in comprehension.
 To provide examples of achievement, avoidance,
repair and proactive listening strategies.
 To appraise which listening strategies work best
depending on the listener needs and listening
task.

22. PURPOSE OF THE WORKSHOP
 The general enhancement
performance and strategies
of
listening
 The implementation of new resources and
equipment
addressed
to
metacognitive
instruction

23. SAMPLE OF SESSIONS FOR THE
METACOGNITIVE-LISTENING WORKSHOP
SESSION
PROGRESS OBJECTIVE
OF HOURS NUMBER
TOPICS AND LEARNING ACTIVITIES
Introduction to metacognitive stages
in listening
6
36
7
Application
of
metacognitive
strategies applied to a movie-video
clip and a song (2 hours)
Application of metacognitive stages
in 5 groups ( each group is assigned
a short audio to analyze in the class
with the use of digital flash voice
recorder (2 hours)

24. OTHER SUGGESTED MATERIAL
AND EQUIPMENT
QUANTITY
ITEM OR MATERIAL
APPROXIMATE
COST
5
Sony Digital Flash Voice Recorder
¢ 268.500
(ICD-PX312)
1 per instructor
e-Book Goh, C. and Vandergrift, L.
(2011). Teaching and Learning Second
Language Listening: Metacognition in
action.
¢ 21.892
1 per classroom
LCD Television
¢ 199.900
1 for the Institution
Listening Magazine Subscription: Yes!
Digital Magazine
(www.yes-mag.com)
¢ 19.778

25. DEMONSTRATION OF A METACOGNITIVE
LISTENING ACTIVITY BASED ON AUTHENTIC
MATERIAL

26. I believe that every human being needs to
listen consciously in order to live fully”
Julian Treasure
THANK YOU FOR ACTIVELY
LISTENING TO ME!