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

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Dur<strong>in</strong>g the verbal reports, participants were allowed to manipulate the <strong>digital</strong><strong>video</strong>text themselves. This choice to let listeners direct their own <strong>in</strong>teractions mayhave contributed to a reduction <strong>of</strong> commentary. Though not particularly noticeabledur<strong>in</strong>g <strong>in</strong>itial phases <strong>of</strong> comprehension, the problem <strong>of</strong> silence grew dur<strong>in</strong>g <strong>second</strong>and subsequent <strong>in</strong>teractions as listeners responded to task demands. Aga<strong>in</strong>,<strong>in</strong>struction that stresses the importance <strong>of</strong> cont<strong>in</strong>ual talk<strong>in</strong>g may be the best way tom<strong>in</strong>imise silence. <strong>The</strong> alternative solutions, that researchers segment <strong>video</strong>texts orcontrol the medium themselves, are not defensible for studies that seek to havevalidity to listen<strong>in</strong>g behaviours as they occur <strong>in</strong> the classroom. <strong>The</strong> segmentation <strong>of</strong>authentic <strong>video</strong>text raises issues <strong>of</strong> <strong>in</strong>authentic presentation; researcher control limitsthe generalisability <strong>of</strong> results to structured environments.Participant fatigue also arose dur<strong>in</strong>g the conduct <strong>of</strong> the verbal reports. <strong>The</strong> process<strong>of</strong> propos<strong>in</strong>g and revis<strong>in</strong>g that eventually leads to the construction <strong>of</strong> a coherentmacrostructure requires that the listeners ma<strong>in</strong>ta<strong>in</strong> confidence and expend mentaleffort. <strong>The</strong> process itself may be somewhat emotional, as one participant remarked <strong>in</strong>his post-sessional <strong>in</strong>terview: “I like to feel on top <strong>of</strong> th<strong>in</strong>gs and there are times whenI have to fight feel<strong>in</strong>g demoralised by the fact that I can’t understand someth<strong>in</strong>g”(Peter, partial section <strong>of</strong> text unit 89). Although the majority <strong>of</strong> listeners were able tohandle exposure to three <strong>video</strong>texts dur<strong>in</strong>g the 90-m<strong>in</strong>ute report<strong>in</strong>g sessions,researchers should be aware sessions beyond those limits may be counterproductive.Qualitative data analysisTechniques <strong>in</strong> qualitative data analysis were <strong>in</strong>tegral to the completion <strong>of</strong> the presentstudy. At the start <strong>of</strong> the analytical process, it was useful to complete theseannotations <strong>in</strong> that they helped familiarise the researcher with the data set and led tothe first set <strong>of</strong> tentative categories <strong>in</strong> the three-part cycle <strong>of</strong> analysis. Dur<strong>in</strong>g the<strong>second</strong> cycle, problems arose with ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g a consistent level <strong>of</strong> granularity <strong>in</strong> the283

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