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

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used to mimic the path of a runaway automobile as it heads over the gateball fieldand through to some trees. Note that this twenty second segment ends before theimage of a wrecked car appears in Frame G38. Once they see the actual damagedcar, listeners confirm a macrostructure. Confirmation is discussed in detail later inthe discussion below. To begin the analysis, instances of hypotheses generationwere identified and categorised by image, written text, aural elements in Table 5-7.175
Table 5-7Sources of hypothesis generation by text unit,Frames G16-G36: Videotext TwoParticipant Images Written text Aural elementsAbby89: ‘mysteriouspark’ 99:‘pictures don’thelp at all’96: ‘shibo’ 89: details oflocation; 96: oldpeople indicatescroquet; 99:accident, detailsSandra149: Inami-sandead135, 142: oldpeople indicateslawn bowlsChin32: ‘doesn’t tellme much’29: ‘basicallyreading text’31: ‘listening noproblem’; 33:‘listen to bits;only known onespicked up’Li-ping37: ‘shibo’Cara19: why zoom onwire? ; 26:tradecraft14: ‘Tochigi’ 19: key wordsGwen17: ‘damage’ 21: ‘kanji pluspictures’26: ‘shibo’17: detailsLauren63: ‘car’ hasgone throughfield (G26)64: kanji meansold person so‘proves’ gateballa croquet game62: key words;63: old people socroquet; 66:‘listening’Wayne13: ‘visuals’ 10: ‘shibo’ 13: ‘not reallylistening’MelisaTrishaHelen15: sees fence,no inference17: ‘more cluesby looking’10: ‘main sourceis looking’18: ‘shibo’ 15: ‘hearing’;18: ‘one or threepeople’13: ‘shibo’ 22: ‘wasn’tlistening’176
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The role of digital video media in
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esponses to task demands. Listeners
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AcknowledgmentsI wish to thank my t
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Observation of classes.............
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Videotext selection................
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Table 4-24 Refine interpretation of
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Chapter One: IntroductionThis thesi
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elements in the listening comprehen
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computer-based displays of video me
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ecommendations based on experience
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the area of second language listeni
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(Gruba, 1997), concerns are raised
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themselves and the rules for combin
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183), examination of techniques use
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the visual elements in an effort to
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ecause naturalist productions lack
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pathway to the lobe at least six in
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Anderson (1995, pp. 161-168) discus
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scratchpad is thought to disappear
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Table 2-1Collaboration and competit
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Although the central visual stimulu
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video to show a cultural context, i
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(p.27) consisting of a seven-item,
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In a longitudinal study, Herron, Mo
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according to the presence or absenc
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Schmidt-Rinehart(1992)written recal
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asis of the audio track, the visual
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introspection’ occurs when partic
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Second language listening researche
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explanation of the context of the i
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Table 2-4Conceptual framework of li
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e limited in its applicability. Lav
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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
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
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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 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
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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
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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
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Page 230 and 231: Table 6-1Intended task purposes(aft
Page 232 and 233: Table 6-3Total scores and overall r
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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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