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

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Brenda (psudeonym) is not a student at the researchsiteand is in her early 20s, She is married to aJapanese. She recently graduated with a Japaneseteaching degree and has spent one year in JapanTrained first to do think aloud protocols and towork the computer, as per Ericsson and Simon(1993).*NHK: M0image appears on the screen1. Researcher: So could you start now with this firstimage even before just what’s coming to mind just starttalking now and then start the video whenever you wish so...2. Brenda: Okay ... so it looks like some sort of hugebuilding so it must have something to do with uh rubbish.3. R: How do you know that?4. B: Well, part of it I suppose would be from the uh theheadline so either it could mean perhaps that money hasbeen found or it costs that much to dispose of certainrubbish, I don’t know. I’m guessing. So I’ll have a look*NHK: M0 - M6 ‘Chiba-ken no seso centa deatsumeta gomi no naka kara genkin yon hakyuman yen amari ga mitsukarimashita.‘5 B: Okay so what goes through my head is uhm ...something finding ... inside ... I can’t — I don’t knowwhether it was inside a theatre or inside of the building, it’sone of the two. But actually now that I’ve got to put ittogether. (wants to start the clip)headline is important; she beginsto develop a framework forlooking at the rest of the clipstop one; six secondscomplete sentenceshe has lots of difficultyexpressing her thoughts quicklywhy a theatre?6 R: Uh wait I’m going to ask you these questions.Yeahwe’ll just sort of after each section I’m going to ask youthis question questions like for example ‘how much do youfeel you understood of this section all of it most of it, abouthalf of it, or none of it at all?7 B: About half of it.8 R: Why do you think you understood only half of it?What were some of the problems for example?9 B: Because I couldn’t catch all of the words. I guess Iwas listening for the main points. Maybe I got sidetrackedby the other bits. I don’t know if that came into it.main points as a basis forbuilding understandingsuggests difficulty in attending toall the input10 R: Can you summarize for me in English what wassaid in this section?11 B: Uhm ... the part of Japan ‘ishi’ no it wasn’t‘Ishikawa ken’. I can’t remember what it said. No I can’tremember (laughs).mental capacity limitations121
12 R: That’s fine.13 B: Okay. (indicates that she wants to start the clip). ready to start a second time14 R: No wait — can you tell me a little bit about whatyou think about the main topic so far? What is the maintopic of this?15 B: Well something’s been found in rubbish perhaps soit has something to do with something with something inthe rubbish. That’s what I think — at the moment.a very tentative version of thestory16 R: Was the main topic going through your head as youwere listening or was it the result of my question?17 B: I think it was — sorry say it again.18 R: Was the main question I mean the main topic goingthrough your head as you were listening or as the result ofme asking you this question?19 B: Uhm ... I guess its the main topic that was goingthrough my head to try to picture it ... it has something todo with that so I have to link it to that perhaps so maybe Iam influenced by that information so therefore anything thatI think would be connected with that would — I’d sort ofdraw out or even go too far and perhaps say things thataren’t there to get it back to that topic. I don’t know.lots of difficulty expressing hermental operationsmaking connections is important20 R: Why did you choose to stop the video clip at thispoint?21 B: I guess because there was a sense of panic that Ithought ‘oh my god if goes on I may lose what I justheard‘.stops because of perception thatinformation is going by quicklyand overload capacity22 R: How do you think this clip will develop?23 B: How will it develop ... visually?24 R: Or just the rest of the story.25 B: Okay uhm ...26 R: What can you predict so far about what the will beabout for this story?27 B: I guess somebody found something ... found money— inside of the rubbish inside of a building and so why thatmoney was there in the first place will be the topic I guessand what will happen to the money afterwards. I don’tknow.mentions the money for the firsttime and has already begun todevelop a coherent framework forunderstanding the story28 R: How did seeing these images affect yourcomprehension?29 B: Uhhh ... uhh... I’d say that if that video clip wasn’tthere and I just heard that it may be ... I may not have evendifficulties inthoughtsexpressing her122
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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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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 436 and 437: 274. R: Okay, anything else you wou
Page 438 and 439: tell he’s saying in this in the
Page 440 and 441: Saimei Tenno ga kyuden no higashi n
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
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
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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
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
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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
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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