Expanding the Use of the Laboratory

Coltharp, Lurline H.

doi:10.2307/3585830

Cited by 2 publications

(1 citation statement)

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“…Almost twenty years ago, Coltharp (1969) devised a series of audiotaped lectures giving students practice in listening to different lecturers while TESL CANADA JOURNAL! REVUE TESL DU CANADA VOL.…”

Section: Notetaking Materialsmentioning

confidence: 99%

Academic Listening and Lecture Notetaking for L1/L2 Students: The Need to Investigate the Utility of the Axioms of Good Notetaking

Dunkel¹

1988

TESL

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This review of the literature on lecture notetaking (l) delineates the avenues of past research concerning learning from L1 lectures as a function of L1 notetaking; (2) highlights the dearth of research concerning the processing of L2 lecture information by advanced foreign/second language learners; (3) outlines accepted axioms of good notetaking; and (4) suggests continued research to assess the utility of these axioms, and to explore further L2 lecture information processing.The lecture is the method of infonnation transmittal most often encountered by college students in the university instructional setting. For those attending lectures given in their native language (Ll), taking notes is the habitual reaction. Many foreign/ second language (L2) students resort to this same metamemory strategy when faced with the task of listening to a lecture given in a language other than their native language. Learning how to listen and take notes in L2 is, in fact, perceived to be "a question of academic survival" for those non-native English speaking students who intend to pursue academic degrees in English-speaking universities (Dunkel & Pialorsi, 1982). L2 textbook writers have, as a result, published materials with accompanying audio-and videotapes to help international students develop their listening and notetaking. A review of these programmes reveals the variety of instructional approaches taken to help L2 students develop academic listening and notetaking skills, and suggests the considerable amount of interest in providing pre-university ESLIEFL students with experience in encoding and decoding extended spoken academic discourse.

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Section: Notetaking Materialsmentioning

confidence: 99%