(continued)
- Ability to identify relationships among details within discourse
with the help of micro discourse markers (e.g., well, yes, en, ah, uh,
etc)
12345- Ability to identify markers of cohesion (e.g., grammatical
cohesion devices of reference, comparison, ellipsis, substitution;
conjunctions of and, because, but, etc.; lexical cohesion devices of
repetition, hyponymy, synonymy, antithesis, collocation, etc)
12345- Ability to identify relationships among details within discourse
with the help of grammatical cohesion devices of reference,
comparison, ellipsis, substitution; conjunctions or lexical cohesion
devices of repetition, hyponymy, synonymy, antithesis, collocation,
etc. provided by the mini-lecture task
12345- Ability to understand the communicative functions (e.g.,
politeness, suggestion, warning or instruction, etc.) through
indicators of the lecture
12345- Ability to understand the communicative functions through
implicit indicators, e.g. an interrogative as a polite command, a
statement as a suggestion or warning, cause and effect relationships
without explicit indicators, etc
12345- Ability to summarize the relevant content of the lecture to tackle
the summary gaps by using one’s own language
12345- Ability to summarize the lecture with the help of one’s own
background knowledge
12345- Ability to predict the lecture content with the help of one’s own
background knowledge
12345- Ability to take notes while listening to the lecture, e.g. using
acronyms, signs, symbols, etc
12345- Ability to write down notes in an outline form 12345
- Ability to select information to write down as notes and
sequence them in a logical manner
12345- Ability to retrieve relevant information from notes 12345
- Ability to transfer relevant information from notes to the
gap-filling task
12345Any other abilities: __________________Appendix 2: Questionnaire on Students’Perceptions of TEM 8 Mini-Lecture... 175