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

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eview allows her to prepare for upcoming demands in two ways: first, the actionallows Cara to further strengthen macrostructure so that she can conceived of thevideotext as a unified whole; secondly, she feels that she is better prepared to attendto aural elements and thus fit the elements into a tentative macrostructure.Other parts of Cara’s commentary suggest other reasons for undertaking extensivereview. As she points out, another reason Cara feels a need to review the videotexthas to do the stop-and-start nature of immediate introspection. Listening to thevideotext once without interruptions may minimise possible misinterpretationscaused by the cognitive demands of verbal report protocol itself.A fourth reason Cara may undertake extensive review may be related to habit. In herpost-sessional interview, she says that she usually plays the entire videotext and“sort of suspend comprehension until I’ve listened to it the whole first time” (textunit 69). Accustomed to ‘suspending comprehension’, Cara may use this action as away to familiarise herself with the videotext in advance of further efforts tocomprehend particular sections.In the same interview, Cara explains that the absence of any particular task at thebeginning of the session makes the overall comprehension exercise challengingbecauseI wasn’t looking for anything in particular when I was watching thenews reports. And so yeah, I think often when you get thequestions at the start you can understand, not more, but maybemore specifically rather than sort of—because it’s a bit hard whensometimes looking for the overall picture when you’re not surewhat you should be zooming in on, and so, yeah. (Cara, text unit124)Note that Cara “wasn’t looking for anything in particular” and was unable todetermine what she “should be zooming in on” illustrates the use of extensivereview in the absence of a high a priori focus on task requirements. At this point,Cara recalls that she was unable to employ visual elements to help better attend to221
salient aural features of videotext. Note too that, unlike other listeners in the studyfaced with similar demands, Cara does not utilise the printed task set as a means toguide her initial responses. The use of the task set for orientation is discussed in the‘search’ category later in the chapter.Though she did not initiate an extensive pre-task review during her reportingsession, Lauren makes a related comment in her post-sessional interview:... it’s often worthwhile just not listening to turn the sound downand go through it once and just watch the pictures, get a sense ofwhat’s happening and read all the kanji and then go through it.You’ve already got a sense of what’s happening so you’re nottrying to follow everything. That’s really useful. (Lauren, text unit167)Here, Lauren indicates that it is useful for listeners to first separate the visualelements, including written text, from aural narratives. Initial emphasis on the visualnarrative, it appears, allows listeners to create a tentative macrostructure to ”get asense of what’s happening” before confronting the challenge of aural narrativedecoding. By freeing themselves from the chore of having to attend to both visualand aural elements at the same time, they may reduce the cognitive load necessary todecode a videotext in its entirety. Clearly, such listeners understand digital mediawell enough to take advantage of its technological aspects that enable such actions tooccur.On occasion, listeners initiate an extensive review prior to starting a task set. Onlinedata on this aspect, however, is limited to the observation of a single listener.Nonetheless, post-sessional comments point to the possibility that such behaviourmay be more prevalent amongst listeners when they are not under the structuredconditions required for the present investigation.222
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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
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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
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)
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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
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Page 214 and 215: Table 5-12Incidents of hindered mac
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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
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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
Page 234 and 235: familiarity with procedures. For th
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
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Page 260 and 261: simply copies down a phrase: “The
Page 262 and 263: NHK: G4-G8 ‘—getobaru no jo ni
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Page 268 and 269: particular task. The most striking
Page 270 and 271: Because Helen expects the off-camer
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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
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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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