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Story-Listening Fails Without Optimal Input #506

Mon, Nov 23, 11:55-12:20 JST | Zoom 21 VIP
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Despite the initial expectation for obtaining a similar vocabulary acquisition rate from Story-Listening Method with Japanese adult students, the results of this study instead suggested what should not be done with Story-Listening instruction. This study has shown what we need to be careful about when we give a Story-Listening lesson, and also suggests that when optimal input is not present, it is difficult to produce optimal results.

Beniko Mason

Beniko Mason

Shitennoji University Junior College
Beniko Mason, EdD, is professor emerita at Shitennoji University Junior College in Osaka, Japan. She first began her Extensive Reading (ER) program in 1984 at a vocational school in Osaka, Japan based on the Input (Reading) Hypothesis (Krashen, 1981, 1982, 1985). She began to add auditory comprehensible input, “storytelling” into her reading program in 1990. She now calls it “Story-Listening.” She also calls her reading program “Guided Self-Selected Reading” (GSSR) instead of ER, distinguishing her language program from others, which are not fully consistent with current Second Language Acquisition Theory. Her current interest is to determine the amount of input needed to help low beginning level students reach the high intermediate or low advanced level of the target language in order to prepare them for academic and business language.