Improving LLM students’ written grammar through listening practice

It sounds a bit counter-intuitive, but is it possible that a number of grammar issues we see in LLM student writing could be addressed by listening practice?

Missing articles. Incorrect prepositions. Dropping an “s” at the end of a plural noun or third-person verb.

What do all of these have in common? They’re all soft, unstressed sounds that are often reduced and connected with sounds from other nearby words. Say the previous two sentences aloud and notice which sounds are stressed clearly and which ones are soft, reduced, or connected.

Why does this matter? Because being a native speaker of a language essentially boils down to knowing what sounds right. Articles and prepositions in particular are notoriously challenging to teach in accordance with clear rules. They are very arbitrary and capricious, and if you look at article and preposition usage in other languages, you quickly see that. Did we learn how to use all these small words by studying rules? No, of course not. We just had a lot of exposure to what sounds right and it’s jarring to our ears when it sounds wrong.

So how can listening practice help? If LLM students hear these sounds, then it’s more likely that the voice inside their head will absorb them and start to incorporate them. The problem, however, is that because these are often soft sounds, students do not absorb them and incorporate them. When they are listening to professors or classmates or a tv show, they’re focused on the main content. Their ears are not attuned to the soft sounds if they aren’t already on the students’ radars. Continue reading