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Högre seminarium: Notetaking in a second language - Insights from classroom research

tisdag 2 februari 2021 13.00 – 14.30


Joseph Siegel, docent i engelska vid Engelska institutionen, Stockholms universitet, gästar Institutionen för språkdidaktik för ett digitalt högre seminarium. Alla intresserade är välkomna att delta.

På de högre seminarierna vid Institutionen för språkdidaktik presenteras och diskuteras pågående såväl som avslutad forskning, både av våra egna forskare och forskare som gästar oss.

Joseph Siegel

Högre seminariet ISD - tisdag 2 februari 2021

Notetaking in a second language
- Insights from classroom research

Joseph Siegel, docent i engelska vid Engelska institutionen, Stockholms universitet.

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In response to the increasing demands for listening and notetaking in academic settings, more and more L2 English students elect or are required to take English for academic purposes (EAP) preparation courses (e.g., Rodgers & Webb, 2016). In the past, many L2 teachers have relied on over-simplistic instructions such as "take notes" and "write down the key words" to help L2 learners develop notetaking skills. However, statements and assumptions such as these neglect the complex set of cognitive and physical operations that are essential for notetaking to occur, all within strict time constraints. To address this pedagogic void, several teacher-researchers (e.g., Crawford, 2015; Kusumoto, 2019; Siegel 2016; 2018) have conducted or managed intervention studies in EAP classrooms that involved explicit attention to notetaking in order to prepare learners more effectively for the demands of notetaking while listening to academic English.

In this session, I will present an overview of my research on L2 notetaking and highlight several chapters from the forthcoming book Developing Notetaking Skills in a Second Language: Insights from Classroom Research (Routledge). The book includes multiple types of data related to notetaking: international survey results, samples of student notes, and audio recordings of students discussing their notes. The book emphasizes the challenges that many students from different international backgrounds face when taking notes in an L2 and outlines a five-stage pedagogic cycle for notetaking that can be applied to any listening text. It also explores the dialogic potential of notes for stimulating class discussion about notetaking strategies.

After beginning with a general introduction relating my interest in psycholinguistics, listening, and notetaking, a number of theoretical and practical considerations will be raised. Following this background, I will describe the ongoing and dynamic research process drawing on authentic note samples. Throughout the session, audience interaction will be encouraged (i.e., via Zoom chat).