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

63. R: Yeah it is.64. D: Yeah I think drama would begood I think game shows and so on aregood for beginners sure and ... maybesegments or small parts of a recent songwould be good ... straight forward kindof thing.65. R: Statement number three: "I'venoticed that some students seem tounderstand video better then others."66. D: I think it's because somestudents are better video watchers.67. R: Oh really?68. D: Yes I mean some of them relaxand they're happy with notunderstanding fifty percent of what'sgoing on around them and especiallywith our students the ones fromoverseas who are probably used towatching television in Australia in thatway seem to be able to get more out ofvideo than the ones who are AngloAustralians who expect to watch andunderstand everything. They may getupset if they don't and give up easily ifthey don't understand whatever they'llstart going like that (gestures hand stopmotion). Probably some of them arebetter at using the medium than others Ithink.69. R: Statement number four here:"Listening is the central skill that I teachwith video."70. D: Yes I guess listening and all thatsort of non-verbal behavior it would beanother sort of central skill I think thatyou could teach with video.71. R: Do you teach it?72. D: Well I do tell them to — I pointout — well we don't teach a lot of thenon-verbal behavior in our course butthis semester we did use that etiquettevideo to do that uhm not to teach themper se but to bring out there awareness.That's what we were looking forbecause we noticed in the conversationtests they were just all over the placeand they didn't sit properly and theydidn't you know they didn't evenobserve maybe Australian culturalnorms let alone Japanese norms. Theytend to plop all over the place so wetried to bring out their awareness justbefore the second oral test and with a lotof prompting. It was effective so I thinknonverbal behavior would have to be upthere with listening. Because listeningmode you could use a tape if youwanted just to concentrate on listeningbut if you can see the people and howthey're moving and how they'respeaking and what they are doing whilethey are speaking and what theirrelationship is well that's the advantageof video .73. R: This next statement, perhapsyou've already answered it but: "Inaddition to teaching, I assess studentcomprehension skills using videos."74. D: Well, we're not formally.75. Yes.76. D: But to see what they are doingbut not formally no we haven't done thatI haven't done that you know I haven'tactually seen it being done no. I knowthat Kevin* is working on that thing butyes — not in our course at the moment.77. R: Why is that you think --toomuch of a barrier?78. D: Well yes, it is partially you needto have someone who is running thecourse who is well aware of you knowthese kind of methods which we don'thave such a person so we don't use verymany non-traditional assessmentmethods at all in our course. And wehaven't used them so no we usetraditional methods of assessment verymuch at the moment. And in fact ourcoordinator is probably a little wary of14