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

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which means ‘no’ or ‘mu’ in or at orsomething like that and then ‘ko’ theyrealized that ‘ko’ is the ’ko’ of ‘yuko’which means ‘valid’. So then they get itfrom there so that’s the kind ofstrategies that as well as being actuallyphysically able to hear a word is thatyou can really figure out what that wordis in context. That is, what it means sothe form and the function as well andthat is definitely related to kanjiproficiency. If you know that a kanji ifyou know that ‘mu’ if you know that‘mu’ can be the ‘mu’ of ‘nai’ okay’cause it’s read two ways and the ‘ko’is the ‘ko’ of ‘yuko’ ‘koritsu’ orwhatever. It might be then that studentwill have a better — will have that kanjiaccessible will have a better chance ofgetting the actual meaning if you don’tknow the kanji of ‘ko’ then you won’tbe able to get it ‘cause you won’tunderstand it. So yeah it is definitelylinked to kanji proficiency in that sense,yeah.them before so that’s the kind ofquestion that would be nice to have atyour finger tips when you can just pickup a piece of video and say ‘oh yeahthat’s got it in it’.51. R: Have you ever tested pragmaticswith video for example someonebowing or that kind of stuff?52. K: No.53. R: Any kind of social thing that is54. K: No at the moment no but I thinkthat was — that’s been discussedbetween the teachers here yeah that’sdefinitely a strong issue in Japanese thatwe can show visual things that countthat are actually meaningful.END OF INTERVIEW45. R: Oh great.46. K: On a test that would be kind ofone of the criteria47. R: Oh really?48. K: Yeah to be trying to try and makequestions where that kind of skill comesinto play. Where they think about —it’s maybe a word that they — it’s verydifficult to know if its a word that theyknow or they don’t know that thestudent knows or doesn’t know. That‘muko’ for example if the studentknows it then there is no test at all theyjust know it.49. R: Right.50. K: They know what it is but if theydon’t know it. But they might not knowit but if it is still accessible. If they workaround it so for example they know thekanji that it’s made up of but they’venever seen them in that particularcontext before. They’ve never seen34
Image: M0 Japanese: 0–2 seconds English translationChiba-ken Choshi-shi no seiso…(Chiba prefecture Choshi city of cleaning…)At the Chiba prefectureChoshi City rubbish…Four million yen found in the middle of rubbishImage: M2 Japanese: 2–4 seconds English translationcenta de atsumeta gomi no naka…(center in being collected rubbish of inside…)collection site,approximately…Four million yen found in the middle of rubbish
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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
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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
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 310 and 311: a written passage in the FLES class
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 356 and 357: Image: M4 Japanese: 4-6 seconds Eng
Page 358 and 359: Image: M12 Japanese: 12-14 seconds
Page 368 and 369: Appendix D: Videotext Two
Page 370 and 371: Image: G4 Japanese: 4-6 seconds Eng
Page 372 and 373: Image: G12 Japanese: 12-14 seconds
Page 390 and 391: Image: G82.26 (end) Japanese: 82.26
Page 392 and 393: Image: A4 Japanese: 4-6 seconds Eng
Page 394 and 395: Image: A12 Japanese: 12-14 seconds
Page 396 and 397: Image: A20 seconds Japanese: 20-22
Page 398 and 399: Image: A 28 Japanese: 28-30 seconds
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Image: A52 Japanese: 52-54 seconds
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Page 410 and 411:
Page 412 and 413:
Page 414 and 415:
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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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