Only then will they be able to judge when for example a problem is being raised or references to other assessments are being made. Besides the aforementioned functions of those types of texts that are relevant in higher education, they should also be able when listening (and taking notes) to recognize and understand the academic language and text-structuring elements. Such signals are characterized by cultural specifics and as such are not always easy to interpret clearly, particularly from a foreign language or foreign culture perspective.įurthermore, it is of central importance for students at university to have a clear understanding of the functions of linguistic actions in academic discourse, such as argumentation, demonstration or objection. This is particularly the case in discussions involving several people, such as those that take place during seminars or at the end of a lecture. In addition, they should be in a position to understand non-verbal and semi-verbal signals, and to assess these appropriately. When they take notes, students should be able to compare what they hear – often with the aid of lecture notes or copied presentation slides provided by the tutor – with written and in some cases also visual input. The notes themselves are taken while listening to a lecture or presentation, and can prove useful at a later date – for example when writing an essay, doing a homework assignment or revising for a test. Note-taking is a technique that involves processing text and knowledge.
Keynote presentation examples for university teaching professional#
All of these are actions that are performed as a matter of course in everyday student life and later in professional contexts.īut what exactly do these actions involve? Which linguistic and cognitive demands are placed on us when we do this? And which additional problems arise when we have to understand the spoken or written word and engage in productive actions such as speaking, interacting and note-taking in a foreign language? This is outlined using the example of note-taking during a lecture. While listening to a lecture, students link new facts to their existing knowledge, filtering out the salient points and noting them down as a memory aid for future use. The following deliberations show how note-taking can be practised in GFL lessons. Nonetheless, it is a complex linguistic exercise that requires specific cognitive skills and strategies.
Note-taking is common practice in the higher education context, as well as in everyday professional settings.
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