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

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a written passage in the FLES classroom. Modern Language Journal, 79, 57-66.Hasan, R. (1994). The texture of a text. In D. Graddol & O. Boyd-Barrett (Eds.),Media texts: Authors and readers (pp. 74-89). Clevedon, England:Multilingual Matters.Hatch, E., & Lazaraton, A. (1991). The research manual. New York: NewburyHouse.Henningham, J. (1988). Looking at television news. Melbourne: Longman House.Herron, C., Morris, M., Secules, T., & Curtis, L. (1995). A comparison study ofthe effects of video-based versus text-based instruction in the foreign languageclassroom. The French Review, 68, 775-795.Joiner, E. G. (1990). Choosing and using videotexts. Foreign Language Annals,23, 53-64.Jorden, E. H. (1992). Culture in the Japanese language classroom: A pedagogicalparadox. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context:Cross-disciplinary perspectives on language study (pp. 156-167). Lexington,MA: D.C Heath.Kasten, K. (1995). The effect of mode of presentation in the testing of listeningcomprehension. Unpublished thesis, Hong Kong Polytechnic University.Kellerman, S. (1992). 'I see what you mean': The role of kinesic behaviour inlistening and implications for foreign and second language learning. AppliedLinguistics, 13, 239-258.Kelly, L. G. (1969). 25 centuries of language teaching. Rowley, MA: NewburyHouse.Kintsch, W. (1993). Information and accretion and reduction in text processing:Inferences. Discourse Processes, 16, 193-202.295
Kintsch, W. (1998). Comprehension. Cambridge: Cambridge University Press.Kirby, J. R. (1993). Collaborative and competitive effects of verbal and spatialprocesses. Learning and Instruction, 3, 201-214.Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61,179-211.Kozma, R. B. (1994a). A reply: Media and methods. Educational TechnologyResearch & Development, 42, 11-13.Kozma, R. B. (1994b). Will media influence learning? Reframing the debate.Educational Technology Research & Development, 42, 7-19.Kramsch, C., & Anderson, R. (1999). Teaching text and context throughmultimedia. Language Learning & Technology, 2(2), 31-42.Kramsch, C., & McConnell-Ginet, S. (1992). (Con)textual knowledge in languageeducation. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context:Cross-disciplinary perspectives on language study (pp. 3-25). Lexington, MA:D.C. Heath.Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visualdesign. New York: Routledge.Lancy, D. F. (1993). Qualitative research in education. New York: Longman.Laviosa, F. (1991). A preliminary investigation of the listening problem-solvingprocesses and strategies of five advanced learners of Italian as a secondlanguage. Unpublished dissertation, State University of New York at Buffalo.Lazaraton, A. (1995). Qualitative research in applied linguistics: A progressreport. TESOL Quarterly, 29, 455-472.Leahey, T. H., & Harris, R. J. (1997). Learning and cognition. (4th ed.). UpperSaddle River, NJ: Prentice Hall.Lee, W. R., & Coppen, H. (1964). Simple audio-visual aids to foreign language296
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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
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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
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 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 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 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
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Image: M20 Japanese: 20-22 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
Page 436 and 437:
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
Page 446 and 447:
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
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
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awhile things like ‘guys who coll
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understood what he was saying anywa
Page 476 and 477:
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
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
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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
Page 496 and 497:
D: There you go. ‘San ji han’ (
Page 498 and 499:
any connotations to me because the
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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
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