Presentation on theme: "USING AUTHENTIC MATERIALS TO INCREASE MASTERY OF LISTENING COMPREHENSION Megan Rothrock Heather Applegarth Cara Young."— Presentation transcript:
USING AUTHENTIC MATERIALS TO INCREASE MASTERY OF LISTENING COMPREHENSION Megan Rothrock Heather Applegarth Cara Young
Introduction (The Problem) As a department, our overall passing percentage in Spanish was as follows for the 2012-2013 school year. % Passing – 93 % at mastery level – 43 View Full Year-End results here View Full Year-End results here
Introduction One of our goals for this year was to increase our mastery levels (85% and above). In an effort to achieve this goal, we have been increasing the use of authentic materials in the classroom, especially in the area of listening comprehension. What are authentic materials?
Rationale: What are Authentic Materials? “samples that reflect a naturalness of form and an appropriateness of cultural and situational context that would be found in the language as used by native speakers.” (Rogers & Medley 1988) Yabla (purchased by the district this year) Yabla Youtube Youtube SeñorWolly SeñorWolly Newspaper, magazine articles Travel tickets (plane, bus, train, etc.) Various online sources
Rationale: Why Authentic Materials? “Students exposed to authentic materials in the foreign language classroom are better able to process foreign language input in real-life situations and have a more positive attitude towards learning the foreign culture.” (Erbaggio, P., Gopalakrishnan, S., Hobbs, L.)
Data Collection For the duration of this class, we were each assigned a level of Spanish in which we would incorporate authentic materials whenever possible that went along with the content we were teaching. Spanish 2, Cara Young Spanish 3, Megan Rothrock Spanish 4, Heather Applegarth
Examples of Activities Cara-drawing activity Cara-drawing activity
Examples of Activities Megan-fill in the blank 1 Megan-fill in the blank 1 Fill in the blank 2 Fill in the blank 2 Fill in the blank 3 Fill in the blank 3
Examples of Activities Heather-A Dios le Pido songA Dios le Pido song Fill in the blank activity Fill in the blank activity
Results Pre tests Test scores for all unit exams Interim Assessments All data was recorded into an excel spreadsheet. The spreadsheet compares common levels of Spanish and highlights the class that used the authentic materials. Scores were averaged and placed into a bar graph.
Results-Spanish 2 (Cara Young, Heather Applegarth) Average Summary-Sp 2 Cara YoungHeather Applegarth Ch 2.2 Exam (base)8388 Ch 3.1 Exam8389 DifferenceStayed the sameImproved 1 point
Results-Spanish 3 (Megan Rothrock, Cara Young) Average Summary-Sp 3 Megan RothrockCara Young Midterm Exam (base)7073 Interim Assessment8284 DifferenceImproved 12 pointsImproved 11 points
Results-Spanish 4 (Heather Applegarth, Cara Young) Average Summary-Sp 4 Heather ApplegarthCara Young Randoms Pre-Test (base)4758 Randoms Unit Exam9192 DifferenceImproved 44 pointsImproved 34 points
What do the results mean? Maturity level and experience may have an affect on the use of authentic materials Higher level students can understand more, and therefore enjoy the activity and are more motivated Lower level students can become frustrated at the rapid speed of the native speech and give up Higher level students have trained themselves to listen for important information Higher level students are more experienced with different accents used
Things to consider… Student attendance Teaching styles Testing environments When were tests given? Student ability levels
References Erbaggio, P., Gopalakrishnan, S, Hobbs, S., Liu, H. Enhancing Student Engagement through Online Authentic Materials. International Association for Language Learning Technology. Vol 42, Issue 2. Rogers, C. & Medley, F. (1988). Language with a purpose: Using authentic materials in the foreign language classroom. Foreign Language Annals, 21, 467-78.