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

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computer-based displays of video media provide an ideal basis on which toinvestigate these challenges (Dunkel, 1992).To further constrain the study, the present investigation is situated solely within aJapanese language department at a large Australian research university. The use of asingle site restricts the need to consider variations in sociocultural influences,participant profiles and a range of other factors that may affect an instructionalprogram. As explained in Chapter Three, the site makes extensive use of authenticdigitised news broadcasts for the purposes of teaching, assessment and research. Allparticipants in this study were thus familiar with digital video media and relatedmultimedia technologies.The selection of the site also helped to delimit, at an early stage, the type of videotextto be investigated. The Japanese department makes extensive use of digitisedauthentic (NHK) news stories taken from a satellite broadcast at several levels ofinstruction. Because of their frequent use in the site of study, these videotexts serveas the focal text type for the investigation. In addition, the choice to use newsbroadcasts was influenced by three complimentary reasons: first, the text typeemploys a wide range of production techniques, and thus provides a rich source ofvaried input that mimics, to an extent, complex multimedia productions (Grimes,1990); secondly, the use of authentic text types is preferred in studies of cognitiveprocesses (van Someran, Barnard & Sandberg, 1994) and second language listeningresearch (Rubin, 1995b); and third, there is an established base of research regardingnews broadcasts that can provide a foundation for extended analysis (Graddol, 1994;Wetzel et al., 1994). Details regarding the selection and analysis of three specificnews clips are provided in Chapter Three.A final concern at the initial stages of the study rested on establishing its theoreticalfoundation. Returning to a question first raised by Riley (1981) nearly two decadesago, is attending to dynamic visual media better seen as ‘reading’ activity, ‘viewingcomprehension’ or as a ‘listening’ skill? The question remains unresolved. At5
present, some theorists (e.g., Chun & Plas, 1997; Kramsch & Anderson, 1999) seethe basis of theory regarding the comprehension of complex digital media as anextension of first and second language reading literature. On the other hand, otherresearchers (e.g., Rubin 1995a; Gruba, 1997) see a departure based on listeningtheory to be the more defensible position. Although both positions may have equalmerit, the breath of review that would be required to explain each body of workwould exceed the scope of the present study. To limit it was decided to base anyreview of current theory primarily on investigations that were related to secondlanguage video and listening. Two central reasons influenced this decision: 1) atpresent, there are more studies that associate the use of dynamic visual media withthe skill of listening comprehension as opposed to reading comprehension; and 2)cognitive processes differ when individuals attend to dynamic visual media, such asthose found in videotexts, from those processes that occur when persons attend tostatic visual media as are found in printed texts and graphics (Wetzel et al., 1994).To bolster the primary focus on second language video and listening theory, thetheorectical basis of the study also draws on work grounded in first languageinstructional media theory, cognitive processes related to visual processing andresearch that supports constructivist perspectives of comprehension behaviour.Overview of the studyThe investigation is organised into six additional chapters. The purpose of ChapterTwo is to establish a historical perspective for the study, examine current theoryrelated to video-mediated listening comprehension and assess the benefits andlimitations of possible methods of appropriate investigation. Chapter Three providesa site description, sets out the criteria for the selection of three NHK news clips andanalyses the chosen videotexts in detail. Chapter Four describes a pilot investigation,including the instruments, participants and procedures used to explore preliminaryissues. Based on an extended analysis of the pilot data, a tentative framework forunderstanding initial listening processes is proposed. In accordance with6
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 12 and 13: Table 4-24 Refine interpretation of
Page 14 and 15: Chapter One: IntroductionThis thesi
Page 16 and 17: elements in the listening comprehen
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
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is a need to maintain such a distin
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Critics of their learning styles fr
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with reading (Kozma, 1991). Explora
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Revisions in cognitive theory, howe
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elationship of visual to verbal ele
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framework of first language reading
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Approximately one-third of total cl
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students were always told to attemp
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asis” (Kevin, text unit 2). He ex
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After making a preliminary selectio
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Establishing shots usually occur at
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help clarify potentially ambiguous
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The notes, some torn by the process
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6 Rubbishprocessing #5Reporter (VO)
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Table 3-6Videotext One: Summary of
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Figure 3-2Visual narrative structur
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In Graddol’s (1994) terms, this s
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The remainder of the clip, as shown
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Table 3-10Videotext Three: Summary
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a caption that lists the name of th
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In Shot 10 of Table 3-13, an expert
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instructors have a deep familiarity
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comprehension research, item constr
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the resulting analysis can nonethel
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information needed to complete the
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• How much of this segment do you
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Table 4-1Summary of participant com
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study. The enthusiastic reaction by
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spoken sentence is completed (Frame
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Recall that Videotext Three was con
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The process of data analysis was cy
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The third stage of the analytical p
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Clearly, Alison’s ability to deco
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Table 4-9Generate macrostructure; c
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first hypothesis, and in the proces
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Table 4-12 shows that participants
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Initiate macrostructureListeners ma
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Table 4-16Reactions to inability or
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In fact I think I would’ve picked
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evolve around these rocks” (text
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Table 4-19Embedded text as a basis
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Constrain interpretationThe presenc
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number of possibilities of sources
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Table 4-25Refine interpretation; ba
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general mistrust of images, a diffi
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Table 4-27Unclear link among images
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Table 4-28Small detail as distracti
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Finally, the absence of an expected
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For Catherine, images are closely a
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narrative as she went about making
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Chapter Five: Front-to-back initial
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A summary of the background survey
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each of the participants’ comment
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Examination of the post-sessional c
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Front-to-back initial comprehension
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Table 5-4Examples of text type iden
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Initiate macrostructureListeners ma
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It really backs up, it gives me a f
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signals her concerns about the mean
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Before continuing, a summary of the
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used to mimic the path of a runaway
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As predictions made at the end of t
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Akin to Denise in the pilot study,
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Within the establishing shot (G16)
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not resolve the challenge; rather,
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Table 5-9Example opportunistic beha
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in context and were forced to recon
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around the right front tyre of the
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“And now I can figure out why the
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Analysis found that written text wa
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Constrain, or refine, interpretatio
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interpretations that may exist in t
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Table 5-12Incidents of hindered mac
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this headline, however, it is repor
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to read and listen at the same time
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To sum up, analysis of the verbal r
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A study regarding the perception of
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Table 5-14Summary of the role of vi
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study, Alison had thought the camer
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classroom assessment were followed
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Table 6-1Intended task purposes(aft
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Table 6-3Total scores and overall r
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familiarity with procedures. For th
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eview allows her to prepare for upc
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No immediate usageA listener may re
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Other listeners, such as Peter, als
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listener has a strong sense of wher
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videotext, may also indicate those
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Table 6-6Responses to Videotext One
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not for their information potential
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of money. Although she may have use
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dramatically. Although she remains
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visual elements as signposts and ma
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she has made no comments during thi
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picture that helped me” (text uni
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simply copies down a phrase: “The
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NHK: G4-G8 ‘—getobaru no jo ni
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track and recursing over essential
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answers that the police will contin
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particular task. The most striking
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Because Helen expects the off-camer
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efocus, she reads the entire task s
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overall visual narrative structure
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Perhaps because he did not develop
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about” but admits “I can only p
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scores were ranked into a three-tie
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task demands.A third style of searc
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Chapter Seven: Summary and implicat
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framework concerning initial front-
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The second purpose of the main stud
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listeners begin searching for task-
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A decade ago, Armes (1988) made the
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investigation and a set of criteria
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Participant selection and trainingT
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During the verbal reports, particip
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present study, the decision to prin
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ReferencesAllan, M. (1985). Teachin
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In D. Graddol & O. Boyd-Barrett (Ed
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Educational Technology Research and
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as data. Cambridge, MA: MIT Press.E
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a written passage in the FLES class
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teaching. London: Oxford University
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Educational Technology Publications
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Rost, M. (1990). Listening in langu
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Language Teacher, 17, 19-24.Thompso
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Wetzel, C. D., Radtke, P. H., & Ste
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April, 1996Dear Japanese students,W
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8. K: Well there are lots of differ
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mid-semester test had a lot ofinfor
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commented well it seems to meanyway
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Semi-structured interview #2Novembe
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ten minute section each lesson. But
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63. R: Yeah it is.64. D: Yeah I thi
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22. S: Ever since I've been teachin
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its week by week they are quite hap
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industry even in a minor way they k
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46. F: Normally I show a lot first
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91. R: (laughs) This statement"Auth
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information that would be good if w
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16. K: Well if they — for example
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which means ‘no’ or ‘mu’ in
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Image: M4 Japanese: 4-6 seconds Eng
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Image: M12 Japanese: 12-14 seconds
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Appendix D: Videotext Two
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Image: G4 Japanese: 4-6 seconds Eng
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Image: G12 Japanese: 12-14 seconds
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Image: G82.26 (end) Japanese: 82.26
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Image: A4 Japanese: 4-6 seconds Eng
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Image: A12 Japanese: 12-14 seconds
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Image: A20 seconds Japanese: 20-22
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Image: A 28 Japanese: 28-30 seconds
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Image: A100 Japanese: 100-102 secon
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Alison (pseudonym) studied Japanese
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31. R: Okay, these questions again.
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expressions of specific vocabulary
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92. A: Yep.93. R: Okay.94. A: I can
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117. A: Yep, and it’s NHK. And th
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147. R: So how did that affect you?
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with an animal or something that ca
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*NHK: G40 - G42 ‘E, naku natta In
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one probably a ‘survey’ if its
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274. R: Okay, anything else you wou
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tell he’s saying in this in the
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Saimei Tenno ga kyuden no higashi n
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Brenda (psudeonym) is not a student
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... perhaps — if I hadn’t had c
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actually visually what happens like
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the first part of the sentence well
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English so I can’t say and judgin
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perhaps I don’t know. So obviousl
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ut at least that is there to help a
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180. B: Well the general main topic
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208. B: Mmm ... ahh ... you see I t
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point?231. B: Uhm ... ... well it
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shimashita. E, kono hoka otoshi yor
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yeah.275. R: Can you tell me in Eng
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301. R: So what’s going through y
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327. R: Is there anything else you
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‘Catherine’ is a former instruc
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awhile things like ‘guys who coll
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understood what he was saying anywa
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We were just playing gateball happi
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object but the word that he said th
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e starting to wander. My mind would
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ga arimasu. Sore kara dokan to itte
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tsukutta to shirusarete iru e rikyu
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BEGIN SIDE TWOR: Okay.*NHK: A24 - A
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C: Okay ... uhm, now I’ve got a b
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imasu. Osoraku Futatsuki no miya
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C: That little bit towards the end.
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So what I’m going to do now is ru
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D: There you go. ‘San ji han’ (
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any connotations to me because the
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ut I haven’t heard the words arou
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R: Yeah, as you wish. We can stop i
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have been able to understand it. Th
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R: Okay. Anything else you would li
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D: No, I just want to find out what
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gateball’ —R: Could you tell me
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D: ’Mite’ — ‘to see‘ some
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no jukeisho o oimashita.’D: ‘As
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D: ‘Nara ken’ it’s in Nara ye
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it’s being ... I don’t know why
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description and they are either cor
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287. D: We understand something now
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Background questionnaireYear of stu
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Comprehension questions, Video #2 w
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Post-sessional questionnaire: Study
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was said by the announcer and I jus
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lot of cash that has been found in
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collection processes in the city an
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108. A: They’re going on about ga
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consistent with the picture of the
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167. A: Nothing. Ah, he’s looking
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195. R: Any predictions — or wait
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what it is they’ve discovered but
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252. A: Uhm, by picking up the word
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something to focus on. You know I t
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(laughs) That, no you certainly did
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28. R: Okay, and why?29. S: Because
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70. S: The main topic? Well, just b
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115. S: And something or other else
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152. R: So what’s happening with
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185. R: So what happened exactly, t
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227.S: Yeah, well, with the kanji I
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meters away from something or other
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originally built the site?’ Some
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people couldn’t understand it. So
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a tape the first time I wouldn’t
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going to show me the clips of where
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61. C: I can’t understand at all.
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shiteimu doro desu. Keisatsu dewake
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text of what is being said in front
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38. R: And what will you do now?39.
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ni yuruyaka ni migi ni kabu shiteim
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206 R: Can you describe any other s
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