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

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the first part of the sentence well but the second half isgone. And they’re not sure whether it ... it was the moneywas wrapped up in a bag or ... the other part I can’tremember what I said now.very aware of her capacity limits83. R: How do you think this clip will develop from thisstory from now on from what you know of it?84. B: Uhm ... ... actually maybe they said it was wrappedup wrapped up — whether it was wrapped up in something... I think it will ... finish uh ... by I thought byinterviewing someone but now that I think that it will thatmaybe it will just ... finish and say ... I don’t know ...Maybe there’s the money and now we have to work out whoowns it or where it came from.doesn’t seem to pay attention tothe proceeding question at firstlots of hesitationsa reasonable expectation to dowith lost money85. R: Why did you stop the clip at this point?86. B: Uhm ... uhm ... because at the time in my head Ithought ‘yes I’ve got this‘ so ... so I ... stopped it so that Iwouldn’t forget it I suppose ...again, very hesitanta key concern is memory limits87. R: How did seeing the images affect yourcomprehension of this section?88. B: Nothing. It didn’t really have anything to do withwhat I saw. So it didn’t really at all.images do not contribute here89. R: Is there anything else you would like to add?90. B: Uhm ... no not really.91. R: Okay please continue.*NHK: M38 - M50 ‘Kesatsu no shirabe niyorimasu to genkin ga majiteita de gomi wakino Choshi shinai de shushu shimono de.Keisatsu de wa gomi shushu de kedo o shirabetegenkin no mochi o sageshiteimasu.‘92. B: Okay, so this time ... I don’t know what that picturemeans ... uhm I thought that what they said is that thepolice decided not to uhm to ... actually examine the moneyand go into it. They decided to leave it for somebody else todo or to inspect. And perhaps this is the place. I don’tknow.stop five; twelve secondscomplete sentencedismisses the picturetentative explanations still93. R: How much did you understand of this last section:all of it, most of it, half of it, or none of it at all?94. B: Uhm ... I suppose half of it. Not completely ofcourse but just half of it.difficult to interpret this95. R: Can you summarize for me what it said just in yourown words and not word for word?96. B: I thought that they said that the police had decidednot to examine the money and the circumstancesit seems as if she already refers tothe understanding in the (distant)127
surrounding it straight away. They had left it until nowwhere they will examine it ... Which is probably a verystrange translation but anyway ...paststill tentative97. R: How did seeing the images on the screen affect yourcomprehension of this last section?98. B: Uhm ... I think just then I think that because myhead feels sore (laughs) not from this actually but I thinkthat perhaps just then I didn’t really concentrate so much onthe screen I was just trying to take it in and so I sort ofblocked out to it ...suggests that the input isoverwhelming her99. R: Is there anything else you would like to add to thislast section?100. B: No.101. R: What I would like you to do is to go back to thebeginning and then just play it through and try toreconstruct the story review it one more time go over thestory so all you do is hit ‘start’ here and it’ll go ...(indicates) That’s actually volume.assistance with the operations ofthe computer102. B: Oh.103. R: This one.*NHK: M0 - M50 ‘Chiba-ken no seso centa deatsumeta gomi no naka kara genkin yon hakyuman yen amari ga mitsukarimashita. Genkinmitsukatta wa Choshi-shi Nishiogawa-cho noChoshi-shi seso centa de ichi no gogo san ji hangoro belta conveya hakondeita gomi no naka niichi man yen satsu ga majitteriru no shokuin gamitsukemashita. Choshi de keisatsu sho dekekka shirabeta yaburete inai ichi man satsu yonhyaku ju mai to. Seso centa no chikai de sudeniyaburete shimatta ichi man yen satsu nokirehashi nana ju mai amari ga gomi no naka nimajieteita koto ga wakarimashita. Kono genkinga fukuru ni ireretate ita noka arui ma kami detsumareteita noka nodo wa wakaranai to kotodesu. Kesatsu no shirabe ni yorimasu to genkinga majiteita de gomi wa kino Choshi shinai deshushu shimono de. Keisatsu de wa gomi shushude kedo o shirabete genkin no mochi osageshiteimasu.‘104. B: Okay uhm ... uhm ... I can’t tell you exactly wherethis happened. Isn’t that terrible?entire clip reviewed in one gofocuses on the detail of locationself-depreciating comment105. R: Oh that’s fine. Just tell me as much as you canabout it.106. B: Uhm ... the ... the so the money was found in thegarbage which was actually raised from the conveyor belt atthis center and I’m not actually sure what that center is inodd choice of words here128
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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
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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
Page 398 and 399: Image: A 28 Japanese: 28-30 seconds
Page 400 and 401: Image: A36 Japanese: 36-38 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 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 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
Page 492 and 493: C: That little bit towards the end.
Page 494 and 495: So what I’m going to do now is ru
Page 496 and 497: 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
Page 542 and 543:
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
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
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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
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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