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

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274. R: Okay, anything else you would like to add?*NHK: A42 - A44 ‘Issho ni shutsudo shita dokino nendai kara Asuka jidai no mono towakarimashita.‘275. A: Uhm ... its an ‘ishi gaki’ or something. I‘ve heardthat before but I‘ve forgotten it. They said ‘nen dai’ so that’sthe ‘era’ or the ‘year‘ but I couldn’t hear what what ‘nen dai’it was. And they’ve just got more pictures of people diggingso it just reenforces that its obviously an archeology topicand that it’s old. And I stopped it because all the images thatit seemed like the end of a sentence. And the video didn’treally help me to understand what they were saying.stop five; two secondscomplete sentencerecalls but can not rememberestablishes an archaeologyframeworkimages do not contribute here276. R: How do you think the video clip will develop? Whatdo you think is going to happen?277. A: An interview, I guess.278. R: What type of interview? With the ...279. A: Oh with just one of the people there who’s digging Iguess.280. R: Okay, anything else?*NHK: A46 - A54 ‘Kono yona daikibona doboku koji wa toji ogata kofun no chikuzo no saini miraremasu ga. Kofun igai de mirareru no waAsuka chiho de wa hajimete da to iu koto desu.‘281. A: They’ve said ‘kofun’ and its the first one of thesethings that they’ve found in the area. Uhm ... it’s probablya burial mound ‘kofun’ I think that this means it issomething to do with uh burial mound but I can’t remember... and they’ve just got another picture of the ... some kindof — it’s either in the carving or you know like a really bigcarving in rock. And its got the name (points to kanji). Oh... I know what it is! Its, I think, it says uhm ‘sake and aboat and a rock’. Because they used to have these poetrycompetitions and they’d float some sake in a little boat andwhen you picked it up you’d have to make up a poem onthe spot. And they used to do that in the Heiin era whenthey were really really into poetry so it’s probably a prettyimportant find to find something like this.stop seven; six secondscomplete sentencesestablishes a solid version of herstoryexcited to see that sheunderstands somethingrushes into a new explanation ofthe story based on what sheunderstood from the kanji phrase282. R: How did seeing the images affect yourcomprehension of this section?283. A: Because I saw the three kanji that are on the screenand when I put them together at first I didn’t understand it Iremembered something that I’d read. And then I looked at itand I could see how they must have filled it up with wateror something. So actually I saw one of these in Korea and Ijust remembered that.background knowledge fits intoand supports this new version284. R: Why did you stop the clip at this point?115
285. A: Because the writing came up on the screen and Iwanted to read it so I stopped it.286. R: Any thing else you would like to add?287. A: Nope.288. R: Okay.stopped toinformationreview important*NHK: A56 - A68 ‘Asuka jidai no nazo noseikizo butsu no “Sakatsuneishi“ ga aru konooka wa Tenno no kyuden no nochi no “Okamotono miya” to mirareru suiteichi ga higashi e sanbyaku metoru no tokoro ni arimasu.‘289. A: It says, it goes ‘higashi’ is ‘east’ east three hundredmeters. They’re describing it but they’re using he’s using alllike technical archeological words like he’s probably sayingyou know the bowl area is ‘blah blah blah‘ so I can’tunderstand any of it and they’re just showing like it’sshowing a pan of it uhm so the pictures don’t really helpbut they’re seems to be some water so ... I don’t know ifthat water was there when they were using it or if it issomehow connected to the lake or whatever it is. So thepicture just helped in that I knew that what he was sayingwas something technical about the shape and the probablylike its in the ‘something style‘ of the ‘something period‘.So the picture just like I know what he’s saying, thesubstance of it but I couldn’t tell you what it is exactly.stop eight; twelve secondscomplete sentencedecodes writingnotes what she doesn’t understandaware of the video techniquethe image is used to confirm290. R: How do you think the clip will develop from here?291. A: They’ll probably interview, I guess. Or maybethey’ll say something about what’s going to happen to ityou know the government’s going to declare it a nationaltreasure or something like that.predicts through expectationsinfers that the find is important292. R: Anything else you’d like to add? I’m sorry. Why didyou stop the clip at this point?293. A: I was waiting for something I understood and thethree hundred meters came and so I stopped it after that.stop at a point of understanding294. R: Anything else you would like to add? Okay?*NHK: A70 - A78 ‘Nihon shoki ni wa SaimeiTenno ga kyuden no higashi ni rikyu noFutatsuki no miya o tsukuru nado to shirusareteimasu.‘295. A: They’re showing a picture of a book and they said‘Nihon shiki’ or something andI think it’s one of the twoone of the two uhm really famous history books that theyhave in Japan. And also I can see that it hasn’t got anyhirigana in it so it’s all in kanji and it’s got katakana nextto it which is what they used a long time ago to write thereadings. So I know that it is something old. As far as I canstop nine; eight secondscomplete phrasethe look of the book suggeststhat the news story is connectedwith the past116
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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
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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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Page 386 and 387: Image: G68 Japanese: 68-70 seconds
Page 388 and 389: Image: G76 Japanese: 76-78 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
Page 416 and 417: Image: A100 Japanese: 100-102 secon
Page 418 and 419: Alison (pseudonym) studied Japanese
Page 420 and 421: 31. R: Okay, these questions again.
Page 422 and 423: expressions of specific vocabulary
Page 424 and 425: 92. A: Yep.93. R: Okay.94. A: I can
Page 426 and 427: 117. A: Yep, and it’s NHK. And th
Page 428 and 429: 147. R: So how did that affect you?
Page 430 and 431: with an animal or something that ca
Page 432 and 433: *NHK: G40 - G42 ‘E, naku natta In
Page 434 and 435: one probably a ‘survey’ if its
Page 438 and 439: tell he’s saying in this in the
Page 440 and 441: Saimei Tenno ga kyuden no higashi n
Page 442 and 443: Brenda (psudeonym) is not a student
Page 444 and 445: ... perhaps — if I hadn’t had c
Page 446 and 447: actually visually what happens like
Page 448 and 449: the first part of the sentence well
Page 450 and 451: English so I can’t say and judgin
Page 452 and 453: perhaps I don’t know. So obviousl
Page 454 and 455: ut at least that is there to help a
Page 456 and 457: 180. B: Well the general main topic
Page 458 and 459: 208. B: Mmm ... ahh ... you see I t
Page 460 and 461: point?231. B: Uhm ... ... well it
Page 462 and 463: 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
Page 472 and 473: awhile things like ‘guys who coll
Page 474 and 475: understood what he was saying anywa
Page 476 and 477: We were just playing gateball happi
Page 478 and 479: object but the word that he said th
Page 480 and 481: 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
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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
Page 560 and 561:
185. R: So what happened exactly, t
Page 562 and 563:
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.
Page 576 and 577:
shiteimu doro desu. Keisatsu dewake
Page 578 and 579:
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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