Please summarise the following transcript: so like to welcome dr. Benito Mason who's going to provide us a summary of what we've heard in the last four web seminars Toki hello hello everybody am i showing on the screen okay hi I today I would like to talk about what slowly listening is and I'd like to show you the PowerPoint that I have prepared and I will talk along with the PowerPoint and so this is this is the one how do this this one yeah okay so slowly this thing today July 3rd 2020 it's me penny calm Aysen okay everybody so what is story listening story listening is the the store listening focus is on understanding and enjoying the story the teacher makes the story more comprehensible by selecting words from the story that she thinks the students may not know she makes the meanings of meeting of these words clear as she tells the story using what we call comprehension aiding supplementation which are like drawings drawing a picture paraphrase brief translation and providing helpful linguistic context the teacher's goal is to make incomprehensible items in the story comprehensible and also to add interesting detail a little more about story what story listening is there is no attempt to make sure that certain words appear in the story the story is not seeded with words we want to teach students rather we just simply tell the story given enough stories presented with comprehension aiding supplementation part of what we call optimal input all the frequent in as well as infrequent vocabulary the students are ready to acquire will be present and in sufficient quantity to support acquisition a little more just this is the last big slide for the story listening what is story listening so full of creation does not happen after only one exposure but gradually builds up that's the reason why we tell a lots of lots of stories each time acquired see or hear a new word or expression in a comprehensible context a small part of it is acquired with a sorry with a sufficient amount of input this small increase is enough to lead to substantial acquisition oh I guess I I had one more so what is stalling listening there is there is no attempt to make sure that certain words appear in the story I told this sorry about this something approach acquisition I did this okay so what is story listening it is based on the input hypothesis so it was written in Steve dr. crashings a book in 1982 1985 in 2003 the hypothesis states input is the cause of language acquisition and it alone is sufficient that's the hypothesis now what's what is the goal of stolen listening program also listening with well stolen listening program it is really a reading program stolen listen was added later to the reading program and the goal of the program is high intermediate for most students okay students will be able to read authentic books written up a 5th and 6th grade reading level that that is the goal and if we were interested in if we are interested in standardized tests my goal or the goal is to have the students score between 80 to 100 on the internet-based TOEFL or they score 650 to 900 hundred on the TOEIC by the time or before they leave the program now it has been a lot of confusion or misunderstanding among the teachers about comprehensible input dr. Kristina said in 1982 already comprehensible input alone is not sufficient is not enough input hypothesis said input is sufficient but input meant optimal input there are other characteristics that encourage equation at the fastest possible rate it has to be optimal input and it cannot be just comprehensible input an activity or method that fits none of them could result in zero acquisition or very little acquisition it means if the methodology had only comprehensible input it can you cannot expect good results oops no where am I going okay what is optimal input optimal input has four characteristics the first one is of course comprehensible now this is all written in the book 1982 page 63 optimal input is comprehensible number two is comparing dr. crush and changed the wording from interesting to compelling about ten years ago so optimal input is highly interesting and another one is rich in the book in 1982 it is stated as it is not grammar grammatically syllables are grammatically sequence the syllabus but we have called we would like to call it rich rich import optimal input contribute to the message inflow of the story or text in which input as context to make the story or text more comprehensible making it more compelling helping our coalition automatically contains I plus one this is a very important part the rich input when it is delivered in a special start using the special special strategy it contains automatically contains automatically I plus one well that's not said maybe it was not sent like that in page 68 but something similar abundant optimal input must be in sufficient quantity these things are all written a forty years ago okay teaching materials for optical input it used to be said that we didn't have or they didn't have any materials to to teach using optimal input because they were only thinking about textbooks but now we have discovered stories and books can provide optimal input stole reducing method is the one who uses stories story listening method can provide optimal input because it uses a written text of a story and it uses a prompter and comprehension aiding supplementation ok strategy to provide optimal input comprehension aiding supplementation as I said as it was mentioned earlier we use linguistic and non-linguistic supplementation it is not just synonyms and antonyms it needs explanations in comments to expand for future acquisition drawings very important the manner of speech is very important knowledge of the world for students for prefer them to be able to predict is very important and we also use translation in other things ok is optimal input alone sufficient ok the goal of the goal to reach the high intermediate in a few years if the if the goal is to reach the high intermediate in a few years in school it seems like the optimal input alone is sufficient can I do it right yeah ok ok there seems to be to me there seems to be there are two different approaches are in our field input approach an eclectic approach now input approach I would say slowly this thing GSS are our input approach and other things that the people do teach us to I click take approach everybody agrees that we need input so slowly listen approach says yes we need input other methods they say oh yes we need input but then the second hypothesis or second part of the hypothesis says we don't need anything but in anything else but input but we need output and the input hypothesis says no but I click the kaput says yes now differences are as you can see you can see these activities that are included in the eclectic approaches approach one of them for the top one is pre-teaching a vocabulary story listening in GSS i said no we don't do that but other methodologies do it pre teaching of vocabulary before before the students read a book they teach words although before they listen to a story they teach the words the petitions went it's going to use who don't do that insta listening comprehension questions we never asked her comprehension questions such as what was the name of the name of the girl who was in the story why did this car go in the afternoon type of thing comprehension questions no questions asked Durrell's and after artificial repetitions we don't do that conscious teaching of the words we don't do that conscious teaching of the grammar we don't do it interaction in negotiation we don't to do it teach your target teacher targets the words and grammar of the day there are nothing nothing like that post SL activities who have no activities after strolling listening daily or weekly tests no daily tests no weekly vocabulary tests error correction of course there are no error correction because corrections because there are no output we don't use any games movies plays and we don't be go at me I mean you can but we don't do that as a core program games movies plays and music or speaking in l2 in the target language or writing in the target language as you can see slowly listening GSS are everything we say no but the other programs they conclude these things now extract ivities to drill grammar and vocabulary vocabulary before during and after story listening have not been shown to help the the order of presentation is not the order of naturalization see this is the natural order hypothesis consciously learn the rules and vocabulary are not retained well it are only available when students have time understand the rules and are thinking about the rules this is the monitor hypothesis so which would you like to which would would which would we like to choose eclectic approach or input only an approach eclectic approach uses text books and stories textbooks with textbook with stories there are lots and lots of stories you know they are not lots of story but they use stories in these text books but we only use stories and books there is a there was a study in Taiwan I talk about this all the time Mike our colleagues in Taiwan they did studies in 2007 and 2011 after four years of listening to stories read aloud to them but children elementary school children began to read authentic books such as books from the Margaret post series professor Wong told read stories 65 story story sixty-five story books to children she started when the children were in the first grade and by the time they were at the end of a fourth grade there was they began to read margaret post series books storybooks are richer and more interesting so this earth researchers in Taiwan compared 65 story books to other textbooks that were used in Taiwan in the elementary schools what they found was the total words in the 65 story books were twenty four thousand six hundred ninety-eight words but other books that were used in this in the elementary schools they they had much less number of words than the story books in four years head was types or much less in textbooks impossible what families were much less than in stories in sixty five story books that they said they used oops so stories and books contain rich language because the themes cover a wide range of topics they talked about poverty courage to love loyalty friendship mercy secrets disobedience quarrels jealousy temptation discipline fidelity faith justice patience diligence devotion risk-taking deception betrayal and many many others in every story in every book they contain different topics in different things the characters in the stories have many different professions thief woodcutter hunter ghosts Miller moneylender doctor minister priest carpenter farmer innkeeper wine shop owner servant Sentinel soldier ogre weekend mother a wicked wicked stepmother and of course King Queen Prince princess witch and wizard like dr. Carson talked the other day when you read a novel are the stories about lawyer or the about about he I think he talked about John Grisham's book when you read books like that you learn a lot about laws and so you can learn so much from reading books vocabulary accretion rates from hearing a story this has been said earlier but we dr. Carson I did their paper in 2004 and the vocabulary equation rate was point two five word per minute and then I replicated the study a three studies using Japanese students who are learning German as the second foreign language and then I found the vocabulary rate acquisition rate was from from one point one zero two point two five and then we did another one in Denver and it was American high school students who were learning Japanese as a second as a foreign language and thus at the rate of vocab the equation was point seven point one seven word per minute and professor Clark did that in 2019 in Japan and it was 0.16 and Ken Smith me and dr. version were another paper which was done in 2020 in Indonesia it was point two four word per minute and the one that I'm planning to publish next is 0.16 word per minute but this this study is a series of studies I was motivated doing this by the work done by a do P and crash in 1993 they wrote a paper called incidental vocabulary equation in french as a foreign language and they said the vocabulary equation rate was point one five word per minute this really triggered my interest and I did the study I I did the I did the study many times I replicated many times every every year and then finally I did this in 2004 okay so you might be interested in knowing how long does it take and how much do they have to they have to listen to stories or how many books they'll they have to read it now it has been estimated that one thousand two hundred twenty three hours of reading will result in gaining 7,000 word families it was done by Paula nations estimation he aspect paper another one is what we have done it has been estimated that one hour of reading per day will result in a gain of 200 points on the TOEIC which means zero point six points per hour reading on the toy this means if you if your students read one hour day every day for 300 maybe fifty days when you detail about to read 356 days but if they read about 300 days they can gain about 200 points on the toy okay and you might think when our day is too much it isn't students can read 15 minutes in the morning 15 minutes in the afternoon 15 minutes in the evening and 15 minutes at night before they go to bed it's not that difficult the focal area equation rates are estimated to be from zero point one zero to the point two five or per minute and so it easy it is easy to estimate how much you have to do how much you have to have the students do stories and books contain more language rich in abundant than movies songs textbooks games playing with cards and playing a playing sports or playing or cooking and having cooking class and teach English you know doing doing cooking in the kitchen type of thing reading has been reported to be the most efficient way to receive comprehensible input this is not what we said somebody else said this pollination said this in 2014 what is a soul eating syllabus many people asked me what's the syllabus stories that you choose for your students according to their interest in level is the syllabus that's what Ignacio said last week from short easy and simple to gradually longer conflicts and more interesting stories this is the syllabus of story listing how many stories 100 is a reasonable goal if you could tell story 100 stories in one year you will see a lots of lots of difference in students ability solar listening will help prepare students for reading students will need will need some guidance at the beginning of the reading program but eventually they will be reading 100 to 150 pages a week eventually not eventually doesn't mean three or four years later no some students can become self selected reader in one semester at the end of the first first semester some students may need a two semester some students may need three semesters everybody's different some students might needs out two years to become a free voluntary reader but it will happen if the guidance is right stolid is thinking GSS our class is in class students listen to stories and then if they have time left or they do reading and then they are also well sometimes I had to do it outside of the class over after the class or somewhere else but if you have a if you have time left in the classroom you do guidance in the classroom and at home students read books evaluation a lot of people asked you know how do you how do you evaluate the students when the students read different books and they listen to different stories you can do this very easily you can do it by by both by two ways observation subjective observation and and some objective observation objective evaluation a reading you look at the reading record notebook you look at the notebook to see what they're reading and then you do individual interview with the students and then you ask them if they like the story just like even as you said ask them did you like the story instead of saying did you understand the story if you tell ask them if you if they understood the story if they said they didn't like it they probably didn't understand it if they said they liked it that means they understood it and then you can also give him a test and I like dr. Gretchen said last week not to give tests much and make it minimal and I agree with it but I happen to like to eat tests the reason why I like to give tests is because it is sometimes good for the students to actually see how much they are grown they are developing they're getting better and so I give close tests summary writing tests in vocabulary tests and at my university my students used to take standardized TOEIC test when they came in and before they left they took the TOEIC test story listening NGSS are guided self selective reading leads to say SSR self selected reading it is the dr. Crusher's hypothesis which is called the conduit hypothesis store listening NGSS are these the students to become autonomous acquire ultimate autonomous autonomous reader guiding is necessary at the beginning that's why I add the word I have been they word or they the alphabet G before SSR a long time ago in 1994 dr. Joseph Joe in dr. crushing published a paper which was this very famous paper called Sweet Valley study in the study these Korean students acquired a lot to lots of baccarat vocabulary from reading books called Sweet Valley kids series series dr. Chau guided her students from easier books to higher level books so guiding is necessary conclusion story listening in G SSR are based on the input hypothesis the input hypothesis and the reading hypothesis the combination of listened listening and reading thus far has helped students reach high level of proficiency faster because it's optimal input than previous methods these are the references that you are interested I have some references it's on these pages and and this is the end of the presentation thank you ok so this is the end of my presentation thank you well thank you so much dr. Mason for sharing um the intention of the the summary of of SL came from some questions by viewers on I didn't know a little more information about the practice the methodology and the theory behind story listening and how it differs from storytelling and just to clarify that story listen and instructors do combine a reading program within their story listening curriculum so we're not simply telling stories it is combined with reading in best practice we would be giving kids books to read because of the reading hypothesis shows that reading is the best way to acquire language but this practice of story listening allows us as educators to build our students ability up to a point where they can become autonomous readers and that's the goal