Listening to Lectures - Study Skills & Vocabulary

	Introduction
	Before The Lecture
	During The Lecture
	After The Lecture
	Points To Keep In Mind
	Tasks
	Lectures

Introduction

Listening to lectures is a large part of student life. However, sometimes it is difficult to use lecture material effectively. Obviously not all lectures are well-planned and prepared, but the suggestions listed below should help you to get some value from lectures. (This module can be used with Listening to Lectures - Note-taking.)

Before the lecture

Preview the lecture topic by reading the textbook section that relates to the lecture topic. This will help you to understand the lecture and to focus on any ideas which were not mentioned in the text.

Review your previous notes. This will help you recall concepts and vocabulary which may be used in the next lecture.

Discuss the topic with classmates. Together you can discuss what is important and become more familiar with the topic.

Focus your listening. Make some predictions about the lecture.

ask yourself "What do I already know?", "What do I want to know?", "How will the lecture relate to other topics or to my interests?"

ask yourself "What am I supposed to learn from this lecture?", "What is the lecture’s purpose?"

Look up the pronunciation of new vocabulary. This will help you recognise the spoken form of the word during the lecture.

Find out how much priority is given to lectures. Are examination questions based on lectures?

Ask the lecturer if you may audiotape the lecture.

Develop a note-taking strategy in the first two weeks of term. See the Note-taking Pathway or Listening to Lectures - Note-taking Module for practice.

During the lecture

Evaluate the lecturer’s style. What kind of organisation is used? How can you cope with the organisation?

Evaluate your listening style. Do you have poor eyesight? Do you have difficulty in hearing the lecture?

Many lectures have 3 parts; listen for these sections:

• opening remarks (information about assignments, review, questions, announcements)
• body (develops the information)
• closing remarks (questions, discussion, assignments, often important information)

Listen for the body of the lecture. (see Study Listening)

• body "I’d like to/going to/intend to..."
• new section "Well/Right/Good/Alright/OK/Now", "I’d like to move on to.." "Let’s look at.."

Use any visual displays to find out main points and details considered important by the lecturer. Notes written on the board are usually important.

Focus on the overall point of the lecture. (see Study Listening)

Listen for signal or marker words. (see Study Listening)

To focus attention, for example, a rhetorical question, "What is ...?", "Do you know ...?"

For additional information "I might add...", "Another/In addition/Further/Not only..."

To indicate contrast "Although/However/On the other hand/Despite/Nevertheless..."

For cause and effect "This is why...", "Therefore/Because of..", "brings about/caused by..."

For a list "One of/First/Second/Then/Another/Finally/Last..."

For an example or explanation "For example/Take the case of/Imagine...." "That is..."

For important points "the important/central/basic point", "I’d like to stress/underline..."

For a digression (a digression is NOT important, "That’s an aside", "Just a related idea."

To review or summarise "So/In short/In brief/Summing up ...", "Just to review/look back.."

To connect a new idea with a previous idea "If you remember ...", "You already know..."

Listen for intonation to know when ideas have been completed. (see Study Listening)

Falling intonation indicates the speaker has completed an idea.

Rising intonation tells the listener that the idea has not been completed.

Listen for voice emphasis or stress. (see Study Listening)

Pronouncing a word slower, louder, or more carefully demonstrates its importance.

Listen for a discussion of recent developments or research. This may not be included in your textbook.

Use gestures and expressions to help you interpret the lecture. Gestures can indicate time sequences/before or after situations/different segments of the lecture.

Listen for repetition. Only make notes once. (see Note-taking Pathway or Module)

Listen for any comments regarding the next lecture topic. The lecturer may not follow the syllabus.

 

After the lecture

Rewrite your notes as soon as possible.

Reflect on the lecture. "What was difficult, new, or interesting?"

Discuss the lecture with a classmate. Talking about new ideas can make them clear to you.

Reread the part of your text which covered the lecture. Think about how the lecture related to the text.

Talk to the lecturer before the next lecture about any problems.

Go to Media Services in the library and watch English television programmes which are related to your study area (current affairs programmes, news, or educational programmes are best).

Points to keep in mind

You are listening to get the speaker’s main ideas (not to remember every word).

You are listening to help when revising.

You are listening to make what the speaker has said part of your knowledge (blend it with what you already know).

Tasks

1. Discuss or think about your experiences with lectures. What have you found difficult about lectures? How have you coped with lectures up to now?
2. You may need to review the language presented in "During the lecture". If you need practise, find the book Study Listening (study skills shelf in the Resource Area in the ELSC). Do as many of the activities as you need to become familiar with the vocabulary. What other words can you add to the ones given?
3. Choose one of the lectures listed below. You may choose one which is related to your field or of interest to you.
4. Read the title of the lecture (if given). Discuss which of the suggestions in "Before the lecture" seem useful in approaching this lecture. Practise the useful suggestions.
5. Discuss which of the suggestions in "During the lecture" seem useful. Listen to the lecture using the suggestions. If the topic is difficult or unfamiliar, read the tapescript first.
6. After listening, use the suggestions in "After the lecture".
7. Think about or discuss what you found easy to do. What did you find difficult?
8. Think of areas you can improve. Which of the suggestions do you need to practise? Write down what you have decided you want to improve or practise.
9. Listen to another lecture to make improvements.

Lectures

Last revised: September 1998

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