Developing Notetaking Skills in a Second Language: Insights from Classroom Research

194 Pages·2020·3.455 MB·

by  Joseph Siegel

Developing Notetaking Skills
in a Second Language
Developing Notetaking Skills in a Second Language combines theoretical per-
spectives with an analysis of empirical classroom studies and offers a detailed
discussion that increases pedagogical awareness of factors impacting second
language (L2) notetaking performance and instruction.
Based on original research and including descriptions of classroom prac-
tices and samples of student work, the book provides insights on a range of
topics relevant to L2 notetaking. 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.
This book will be of great interest for teachers, academics, scholars, and
postgraduate students in the fields of applied linguistics, L2, and foreign
language education. It will also be a useful resource for those in charge of
teacher education and postgraduate TESOL, L1, and L2 listening research-
ers and psycholinguists.
Joseph Siegel is an Associate Professor of English at Stockholm University
and Örebro University, Sweden. He teaches TESOL methodology, linguis-
tics, and applied linguistic research methods courses. Among his research
interests are second language listening pedagogy, notetaking, pragmatics,
and teacher education.
Routledge Research in Language Education
The Routledge Research in Language Education series provides a platform for
established and emerging scholars to present their latest research and discuss
key issues in Language Education. This series welcomes books on all areas
of language teaching and learning, including but not limited to language
education policy and politics, multilingualism, literacy, L1, L2 or foreign lan-
guage acquisition, curriculum, classroom practice, pedagogy, teaching mate-
rials, and language teacher education and development. Books in the series
are not limited to the discussion of the teaching and learning of English only.
Books in the series include:
Attitudes to English Study among Japanese, Chinese and Korean Women
Motivations, Expectations and Identity
Edited by Yoko Kobayashi
Second Language Pragmatics and English Language Education in East
Asia
Edited by Cynthia Lee
Writing Motivation Research, Measurement and Pedagogy
Muhammad M. M. Abdel Latif
Pop Culture in Language Education
Theory, Research, Practice
Edited by Valentin Werner and Friederike Tegge
TESOL Teacher Education in a Transnational World
Turning Challenges into Innovative Prospects
Edited by Osman (Othman) Barnawi & Sardar Anwaruddin
Communicating Strategically in English as a Lingua Franca
A Corpus Driven Investigation
Janin Jafari
Dual Language Education in the US
Rethinking Pedagogy, Curricula, and Teacher Education to Support
Dual Language Learning for All
Edited by Pablo C. Ramírez and Christian J. Faltis
The Influence of the Foreign Service Institute on US Language Education
Critical Analysis of Historical Documentation
Theresa Ulrich
For more information about the series, please visit www.routledge.com/
Routledge-Research-in-Language-Education/book-series/RRLE
Developing Notetaking Skills
in a Second Language
Insights from Classroom Research
Joseph Siegel
First published 2021
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an Informa
business
© 2021 Joseph Siegel
The right of Joseph Siegel to be identified as author of this work
has been asserted by him in accordance with sections 77 and 78 of
the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilized in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalog record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-0-367-36478-6 (hbk)
ISBN: 978-0-429-34725-2 (ebk)
Typeset in Galliard
by SPi Global, India
To Aki, Ken and Hal

Contents
List of figures viii
List of tables x
Preface xi
List of abbreviations xiii
1 Notetaking: The gateway academic skill 1
2 Previous research on notetaking in L1 and L2 contexts 25
3 Notetaking from the L2 student perspective 51
4 Principles for evaluating L2 notetaking textbooks 87
5 Pedagogic approaches for L2 notetaking 108
6 Embracing dialogic potential of notes: A new line of
sociocultural engagement 129
7 Assessing note quality 146
8 Key insights from classroom research and final thoughts 160
Index 171
Figures
1.1 A sample of the outline method taken from a classroom
listening activity about the Space Race 10
1.2 A diagram of the Cornell notetaking system 11
3.1 Three models of translanguaging in notetaking 65
3.2 Notes taken in short bursts, left to right 71
3.3 Notes with spaces 71
3.4 Notes with spaces and summary words 72
3.5 Notes with arrows 72
3.6 Notes with bullet points 73
3.7 Drifting notes 74
3.8 A vertical pattern with arrows 74
3.9 Two columns 75
3.10 A mind map or word web 76
3.11 Study of fishes (Sample A) 77
3.12 Study of fishes (Sample B) 78
3.13 Study of fishes (Sample C) 78
3.14 Study of fishes (Sample D) 78
3.15 Fish eyes (Sample A) 79
3.16 Fish eyes (Sample B) 79
3.17 Fish eyes (Sample C) 79
3.18 Fish eyes (Sample D) 79
3.19 Gene for sight (Sample A) 80
3.20 Gene for sight (Sample B) 80
3.21 Gene for sight (Sample C) 80
3.22 Big sickness (Sample A) 81
3.23 Big sickness (Sample B) 81
3.24 Big sickness (Sample C) 81
3.25 Big sickness (Sample D) 81
3.26 Separation (Sample A) 82
3.27 Separation (Sample B) 82
3.28 Separation (Sample C) 83
Figures ix
3.29 Separation (Sample D) 83
5.1 Illustrations of stages one – four 115
5.2 Swedish students (n = 199) views of each stage 119
5.3 Japanese students (n = 34) views of each stage 121
5.4 Preintervention notes (Student A) 122
5.5 Postintervention notes (Student A) 122
5.6 Preintervention notes (Student B) 123
5.7 Postintervention notes (Student B) 123
5.8 Preintervention notes (Student C) 124
5.9 Postintervention notes (Student C) 124