The role of digital video media in second language listening ...

More documents

Recommendations

Info

Table 4-24 Refine interpretation of a location......................................................140Table 4-25 Refine interpretation; background knowledge....................................141Table 4-26 Unexpected image confuses..............................................................143Table 4-27 Unclear link among images...............................................................145Table 4-28 Small detail as distraction..................................................................147Table 4-29 The influence of tradecraft in confusion............................................148Table 4-30 Little contribution..............................................................................150Table 5-1 Post-sessional comments on videotext difficulty.................................158Table 5-2 Participant sources by text unit of text type identification....................161Table 5-3 Examples of text type identification.....................................................162Table 5-4 Sources of initial macrostructure formation by text unit,Videotext Two.....................................................................................165Table 5-5 Examples of online headline decoding: Videotext Two........................167Table 5-6 Sources of hypothesis generation by text unit,Frames G16-G36: Videotext Two.......................................................173Table 5-7 Tradecraft in hypothesis generation.....................................................176Table 5-8 Example opportunistic behaviour, Videotext Two................................182Table 5-9 Instances of confirmation by text unit, Videotext Two.........................186Table 5-10 Confirmation with the appearance of an anticipated visual element....187Table 5-11 Incidents of hindered macrostructure development............................196Table 5-12 Key points of initial summaries; Videotext Two................................197Table 6-1 Intended task purposes (after Dunkel et al., 1993)...............................210Table 6-2 Task rating schedule............................................................................212Table 6-3 Total scores and overall ranking..........................................................212Table 6-4 Descriptive statistics of task scores......................................................213Table 6-5 ANOVA results...................................................................................213Table 6-6 Responses to Videotext One task set, Abby.........................................226Table 6-7 Responses to Videotext Three task set, Sandra....................................237x
Table 6-8 Gwen, Videotext Two; Move at text unit 114.......................................245Table 6-9 Responses to Videotext Two task set, Helen........................................247Table 6-10 Responses to Videotext Two task set, Chin.......................................255List of appendicesA. University ethics committee forms...................................................................1–2B. Japanese staff interviews................................................................................3–34C. Videotext One..............................................................................................35–46D. Videotext Two.............................................................................................47–69E. Videotext Three............................................................................................70–96F. Annotated pilot study verbal reports...........................................................97–201G. Data collection instruments......................................................................202–207H. Main study verbal reports........................................................................208–333xi
Page 1: The role of digital video media in
Page 4 and 5: esponses to task demands. Listeners
Page 6 and 7: AcknowledgmentsI wish to thank my t
Page 8 and 9: Observation of classes.............
Page 10 and 11: Videotext selection................
Page 14 and 15: Chapter One: IntroductionThis thesi
Page 16 and 17: elements in the listening comprehen
Page 18 and 19: computer-based displays of video me
Page 20 and 21: ecommendations based on experience
Page 22 and 23: the area of second language listeni
Page 24 and 25: (Gruba, 1997), concerns are raised
Page 26 and 27: themselves and the rules for combin
Page 28 and 29: 183), examination of techniques use
Page 30 and 31: the visual elements in an effort to
Page 32 and 33: ecause naturalist productions lack
Page 34 and 35: pathway to the lobe at least six in
Page 36 and 37: Anderson (1995, pp. 161-168) discus
Page 38 and 39: scratchpad is thought to disappear
Page 40 and 41: Table 2-1Collaboration and competit
Page 42 and 43: Although the central visual stimulu
Page 44 and 45: video to show a cultural context, i
Page 46 and 47: (p.27) consisting of a seven-item,
Page 48 and 49: In a longitudinal study, Herron, Mo
Page 50 and 51: according to the presence or absenc
Page 52 and 53: Schmidt-Rinehart(1992)written recal
Page 54 and 55: asis of the audio track, the visual
Page 56 and 57: introspection’ occurs when partic
Page 58 and 59: Second language listening researche
Page 60 and 61: explanation of the context of the i
Page 62 and 63:
Table 2-4Conceptual framework of li
Page 64 and 65:
e limited in its applicability. Lav
Page 66 and 67:
temporarily stored in buffer system
Page 68 and 69:
is a need to maintain such a distin
Page 70 and 71:
Critics of their learning styles fr
Page 72 and 73:
with reading (Kozma, 1991). Explora
Page 74 and 75:
Revisions in cognitive theory, howe
Page 76 and 77:
elationship of visual to verbal ele
Page 78:
framework of first language reading
Page 82 and 83:
Approximately one-third of total cl
Page 84 and 85:
students were always told to attemp
Page 86 and 87:
asis” (Kevin, text unit 2). He ex
Page 88 and 89:
After making a preliminary selectio
Page 90 and 91:
Establishing shots usually occur at
Page 92 and 93:
help clarify potentially ambiguous
Page 94 and 95:
The notes, some torn by the process
Page 96 and 97:
6 Rubbishprocessing #5Reporter (VO)
Page 98 and 99:
Table 3-6Videotext One: Summary of
Page 100 and 101:
Figure 3-2Visual narrative structur
Page 102 and 103:
In Graddol’s (1994) terms, this s
Page 104 and 105:
The remainder of the clip, as shown
Page 106 and 107:
Table 3-10Videotext Three: Summary
Page 108 and 109:
a caption that lists the name of th
Page 110 and 111:
In Shot 10 of Table 3-13, an expert
Page 112 and 113:
instructors have a deep familiarity
Page 114 and 115:
comprehension research, item constr
Page 116 and 117:
the resulting analysis can nonethel
Page 118 and 119:
information needed to complete the
Page 120 and 121:
• How much of this segment do you
Page 122 and 123:
Table 4-1Summary of participant com
Page 124 and 125:
study. The enthusiastic reaction by
Page 126 and 127:
spoken sentence is completed (Frame
Page 128 and 129:
Recall that Videotext Three was con
Page 130 and 131:
The process of data analysis was cy
Page 132 and 133:
The third stage of the analytical p
Page 134 and 135:
Clearly, Alison’s ability to deco
Page 136 and 137:
Table 4-9Generate macrostructure; c
Page 138 and 139:
first hypothesis, and in the proces
Page 140 and 141:
Table 4-12 shows that participants
Page 142 and 143:
Initiate macrostructureListeners ma
Page 144 and 145:
Table 4-16Reactions to inability or
Page 146 and 147:
In fact I think I would’ve picked
Page 148 and 149:
evolve around these rocks” (text
Page 150 and 151:
Table 4-19Embedded text as a basis
Page 152 and 153:
Constrain interpretationThe presenc
Page 154 and 155:
number of possibilities of sources
Page 156 and 157:
Table 4-25Refine interpretation; ba
Page 158 and 159:
general mistrust of images, a diffi
Page 160 and 161:
Table 4-27Unclear link among images
Page 162 and 163:
Table 4-28Small detail as distracti
Page 164 and 165:
Finally, the absence of an expected
Page 166 and 167:
For Catherine, images are closely a
Page 168 and 169:
narrative as she went about making
Page 170 and 171:
Chapter Five: Front-to-back initial
Page 172 and 173:
A summary of the background survey
Page 174 and 175:
each of the participants’ comment
Page 176 and 177:
Examination of the post-sessional c
Page 178 and 179:
Front-to-back initial comprehension
Page 180 and 181:
Table 5-4Examples of text type iden
Page 182 and 183:
Initiate macrostructureListeners ma
Page 184 and 185:
It really backs up, it gives me a f
Page 186 and 187:
signals her concerns about the mean
Page 188 and 189:
Before continuing, a summary of the
Page 190 and 191:
used to mimic the path of a runaway
Page 192 and 193:
As predictions made at the end of t
Page 194 and 195:
Akin to Denise in the pilot study,
Page 196 and 197:
Within the establishing shot (G16)
Page 198 and 199:
not resolve the challenge; rather,
Page 200 and 201:
Table 5-9Example opportunistic beha
Page 202 and 203:
in context and were forced to recon
Page 204 and 205:
around the right front tyre of the
Page 206 and 207:
“And now I can figure out why the
Page 208 and 209:
Analysis found that written text wa
Page 210 and 211:
Constrain, or refine, interpretatio
Page 212 and 213:
interpretations that may exist in t
Page 214 and 215:
Table 5-12Incidents of hindered mac
Page 216 and 217:
this headline, however, it is repor
Page 218 and 219:
to read and listen at the same time
Page 220 and 221:
To sum up, analysis of the verbal r
Page 222 and 223:
A study regarding the perception of
Page 224 and 225:
Table 5-14Summary of the role of vi
Page 226 and 227:
study, Alison had thought the camer
Page 228 and 229:
classroom assessment were followed
Page 230 and 231:
Table 6-1Intended task purposes(aft
Page 232 and 233:
Table 6-3Total scores and overall r
Page 234 and 235:
familiarity with procedures. For th
Page 236 and 237:
eview allows her to prepare for upc
Page 238 and 239:
No immediate usageA listener may re
Page 240 and 241:
Other listeners, such as Peter, als
Page 242 and 243:
listener has a strong sense of wher
Page 244 and 245:
videotext, may also indicate those
Page 246 and 247:
Table 6-6Responses to Videotext One
Page 248 and 249:
not for their information potential
Page 250 and 251:
of money. Although she may have use
Page 252 and 253:
dramatically. Although she remains
Page 254 and 255:
visual elements as signposts and ma
Page 256 and 257:
she has made no comments during thi
Page 258 and 259:
picture that helped me” (text uni
Page 260 and 261:
simply copies down a phrase: “The
Page 262 and 263:
NHK: G4-G8 ‘—getobaru no jo ni
Page 264 and 265:
track and recursing over essential
Page 266 and 267:
answers that the police will contin
Page 268 and 269:
particular task. The most striking
Page 270 and 271:
Because Helen expects the off-camer
Page 272 and 273:
efocus, she reads the entire task s
Page 274 and 275:
overall visual narrative structure
Page 276 and 277:
Perhaps because he did not develop
Page 278 and 279:
about” but admits “I can only p
Page 280 and 281:
scores were ranked into a three-tie
Page 282 and 283:
task demands.A third style of searc
Page 284 and 285:
Chapter Seven: Summary and implicat
Page 286 and 287:
framework concerning initial front-
Page 288 and 289:
The second purpose of the main stud
Page 290 and 291:
listeners begin searching for task-
Page 292 and 293:
A decade ago, Armes (1988) made the
Page 294 and 295:
investigation and a set of criteria
Page 296 and 297:
Participant selection and trainingT
Page 298 and 299:
During the verbal reports, particip
Page 300 and 301:
present study, the decision to prin
Page 302 and 303:
ReferencesAllan, M. (1985). Teachin
Page 304 and 305:
In D. Graddol & O. Boyd-Barrett (Ed
Page 306 and 307:
Educational Technology Research and
Page 308 and 309:
as data. Cambridge, MA: MIT Press.E
Page 310 and 311:
a written passage in the FLES class
Page 312 and 313:
teaching. London: Oxford University
Page 314 and 315:
Educational Technology Publications
Page 316 and 317:
Rost, M. (1990). Listening in langu
Page 318 and 319:
Language Teacher, 17, 19-24.Thompso
Page 320 and 321:
Wetzel, C. D., Radtke, P. H., & Ste
Page 322 and 323:
April, 1996Dear Japanese students,W
Page 324 and 325:
8. K: Well there are lots of differ
Page 326 and 327:
mid-semester test had a lot ofinfor
Page 328 and 329:
commented well it seems to meanyway
Page 330 and 331:
Semi-structured interview #2Novembe
Page 332 and 333:
ten minute section each lesson. But
Page 334 and 335:
63. R: Yeah it is.64. D: Yeah I thi
Page 336 and 337:
Page 338 and 339:
22. S: Ever since I've been teachin
Page 340 and 341:
its week by week they are quite hap
Page 342 and 343:
industry even in a minor way they k
Page 344 and 345:
Page 346 and 347:
46. F: Normally I show a lot first
Page 348 and 349:
91. R: (laughs) This statement"Auth
Page 350 and 351:
information that would be good if w
Page 352 and 353:
16. K: Well if they — for example
Page 354 and 355:
which means ‘no’ or ‘mu’ in
Page 356 and 357:
Image: M4 Japanese: 4-6 seconds Eng
Page 358 and 359:
Image: M12 Japanese: 12-14 seconds
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 368 and 369:
Appendix D: Videotext Two
Page 370 and 371:
Image: G4 Japanese: 4-6 seconds Eng
Page 372 and 373:
Image: G12 Japanese: 12-14 seconds
Page 374 and 375:
Page 376 and 377:
Page 378 and 379:
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 386 and 387:
Page 388 and 389:
Page 390 and 391:
Image: G82.26 (end) Japanese: 82.26
Page 392 and 393:
Image: A4 Japanese: 4-6 seconds Eng
Page 394 and 395:
Image: A12 Japanese: 12-14 seconds
Page 396 and 397:
Image: A20 seconds Japanese: 20-22
Page 398 and 399:
Image: A 28 Japanese: 28-30 seconds
Page 400 and 401:
Page 402 and 403:
Page 404 and 405:
Page 406 and 407:
Page 408 and 409:
Page 410 and 411:
Page 412 and 413:
Page 414 and 415:
Page 416 and 417:
Image: A100 Japanese: 100-102 secon
Page 418 and 419:
Alison (pseudonym) studied Japanese
Page 420 and 421:
31. R: Okay, these questions again.
Page 422 and 423:
expressions of specific vocabulary
Page 424 and 425:
92. A: Yep.93. R: Okay.94. A: I can
Page 426 and 427:
117. A: Yep, and it’s NHK. And th
Page 428 and 429:
147. R: So how did that affect you?
Page 430 and 431:
with an animal or something that ca
Page 432 and 433:
*NHK: G40 - G42 ‘E, naku natta In
Page 434 and 435:
one probably a ‘survey’ if its
Page 436 and 437:
274. R: Okay, anything else you wou
Page 438 and 439:
tell he’s saying in this in the
Page 440 and 441:
Saimei Tenno ga kyuden no higashi n
Page 442 and 443:
Brenda (psudeonym) is not a student
Page 444 and 445:
... perhaps — if I hadn’t had c
Page 446 and 447:
actually visually what happens like
Page 448 and 449:
the first part of the sentence well
Page 450 and 451:
English so I can’t say and judgin
Page 452 and 453:
perhaps I don’t know. So obviousl
Page 454 and 455:
ut at least that is there to help a
Page 456 and 457:
180. B: Well the general main topic
Page 458 and 459:
208. B: Mmm ... ahh ... you see I t
Page 460 and 461:
point?231. B: Uhm ... ... well it
Page 462 and 463:
shimashita. E, kono hoka otoshi yor
Page 464 and 465:
yeah.275. R: Can you tell me in Eng
Page 466 and 467:
301. R: So what’s going through y
Page 468 and 469:
327. R: Is there anything else you
Page 470 and 471:
‘Catherine’ is a former instruc
Page 472 and 473:
awhile things like ‘guys who coll
Page 474 and 475:
understood what he was saying anywa
Page 476 and 477:
We were just playing gateball happi
Page 478 and 479:
object but the word that he said th
Page 480 and 481:
e starting to wander. My mind would
Page 482 and 483:
ga arimasu. Sore kara dokan to itte
Page 484 and 485:
tsukutta to shirusarete iru e rikyu
Page 486 and 487:
BEGIN SIDE TWOR: Okay.*NHK: A24 - A
Page 488 and 489:
C: Okay ... uhm, now I’ve got a b
Page 490 and 491:
imasu. Osoraku Futatsuki no miya
Page 492 and 493:
C: That little bit towards the end.
Page 494 and 495:
So what I’m going to do now is ru
Page 496 and 497:
D: There you go. ‘San ji han’ (
Page 498 and 499:
any connotations to me because the
Page 500 and 501:
ut I haven’t heard the words arou
Page 502 and 503:
R: Yeah, as you wish. We can stop i
Page 504 and 505:
have been able to understand it. Th
Page 506 and 507:
R: Okay. Anything else you would li
Page 508 and 509:
D: No, I just want to find out what
Page 510 and 511:
gateball’ —R: Could you tell me
Page 512 and 513:
D: ’Mite’ — ‘to see‘ some
Page 514 and 515:
no jukeisho o oimashita.’D: ‘As
Page 516 and 517:
D: ‘Nara ken’ it’s in Nara ye
Page 518 and 519:
it’s being ... I don’t know why
Page 520 and 521:
description and they are either cor
Page 522 and 523:
287. D: We understand something now
Page 524 and 525:
Background questionnaireYear of stu
Page 526 and 527:
Comprehension questions, Video #2 w
Page 528 and 529:
Post-sessional questionnaire: Study
Page 530 and 531:
was said by the announcer and I jus
Page 532 and 533:
lot of cash that has been found in
Page 534 and 535:
collection processes in the city an
Page 536 and 537:
108. A: They’re going on about ga
Page 538 and 539:
consistent with the picture of the
Page 540 and 541:
167. A: Nothing. Ah, he’s looking
Page 542 and 543:
195. R: Any predictions — or wait
Page 544 and 545:
what it is they’ve discovered but
Page 546 and 547:
252. A: Uhm, by picking up the word
Page 548 and 549:
something to focus on. You know I t
Page 550 and 551:
(laughs) That, no you certainly did
Page 552 and 553:
28. R: Okay, and why?29. S: Because
Page 554 and 555:
70. S: The main topic? Well, just b
Page 556 and 557:
115. S: And something or other else
Page 558 and 559:
152. R: So what’s happening with
Page 560 and 561:
185. R: So what happened exactly, t
Page 562 and 563:
227.S: Yeah, well, with the kanji I
Page 564 and 565:
meters away from something or other
Page 566 and 567:
originally built the site?’ Some
Page 568 and 569:
people couldn’t understand it. So
Page 570 and 571:
a tape the first time I wouldn’t
Page 572 and 573:
going to show me the clips of where
Page 574 and 575:
61. C: I can’t understand at all.
Page 576 and 577:
shiteimu doro desu. Keisatsu dewake
Page 578 and 579:
text of what is being said in front
Page 580 and 581:
38. R: And what will you do now?39.
Page 582 and 583:
ni yuruyaka ni migi ni kabu shiteim
Page 584:
206 R: Can you describe any other s
show all

The role of digital video media in second language listening ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?