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

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video to show a cultural context, it may have the possibility to mislead or confusioninterpretation.Secules, Herron and Tomasello (1992) conducted two experiments of videoeffectiveness using lower intermediate tertiary students of French. In Experiment 1,the researchers exposed one group of learners to a semester of traditional curricularactivities and, in accordance with a departmental decision to teach using videomediatedmaterials, taught a second group of learners using a made-for-FLT videopackage. Initial test scores from the two groups were equivalent in terms ofplacement scores and French language experience. Results from the researchers’twenty-two item assessment instrument indicated that candidates from the videogroup performed “considerably higher in listening comprehension” (p. 482) thanthe audio group.In order to explore the effect of mode of presentation on specific languagestructures, Secules et al. (1992) conducted a second experiment. In this phase of theinvestigation, tertiary French learners in one (experimental) group were taught aseries of target structures through video coursework, and a second (control) groupwere taught the same structures through teacher-directed, contextualised drills. Finalresults showed that there was no significant difference in the learning of targetstructures between the two groups.Gruba (1993) set out to investigate the possibility that variations in the mode ofpresentation (audiotape or videotape) would affect the listening test scores forintermediate English as a second language (ESL) university students. He developeda 14-item multiple choice instrument based on a videotaped lecture on air trafficsafety to test his hypothesis. The audio-only version of the stimulus presentationconsisted of the aural track from the videotape. Following a pilot study and itemrefinement, a video-mediated version of the passage was presented to one intact classand the audiotape version to an equivalent set of students. Gruba found no31
significant difference on the listening test score between the two groups and pointedto the poor reliability (.45) of the test instrument as a key factor in the results.Baltova (1994) also used a media comparison methodology to investigate the role ofvisual media in second language comprehension. Eighth grade learners of Frenchwere exposed to variations in media in two experiments. In Experiment 1, a purposebuiltvideo production was presented to the candidates in one of four conditions:sound-only, visual+sound, visual-only and test items only (no stimulus). Afterdeletion of inferable items and ‘visually biased’ items (those on which visual-onlycandidates successfully performed), results from the ‘sound-only’ and‘visual+sound’ treatments indicated that candidates in the ‘visual+sound’ groupperformed more strongly on the items than the sound-only candidates.In a second experiment, Baltova (1994) created both a sound-only and visual+soundinstrument using the same video production that she used in the first experiment. Toimprove item functioning, she also revised the assessment instruments. Resultsindicated that there were no significant differences in the test scores between the twotreatments. Based on observations and a student survey, however, Baltova suggestedthat students exposed to the ‘visual+sound’ treatment were better motivated in theirstudy of French because they responded emotionally to videotext. Further, sheconcluded, these students were more certain of their responses.Broadening the media comparison approach, Chung (1994) examined the listeningcomprehension proficiency rates of tertiary intermediate and advanced learners ofFrench when exposed to one of four modes of presentation: audio track alone,audiotape and a single image, audiotape and several images or analogue video. Fourinstruments were used by candidates as a way to respond to the media formats: 1)self report, utilising a five point Likert scale; 2) short summary, in whichrespondents wrote a two to three sentence summary of the dialogue; 3) resume, or aten-minute composition during which respondents were directed to write as much aspossible about what they could recall from the input and 4) a “recognition test”32
Page 1: The role of digital video media in
Page 4 and 5: esponses to task demands. Listeners
Page 6 and 7: AcknowledgmentsI wish to thank my t
Page 8 and 9: Observation of classes.............
Page 10 and 11: Videotext selection................
Page 12 and 13: Table 4-24 Refine interpretation of
Page 14 and 15: Chapter One: IntroductionThis thesi
Page 16 and 17: elements in the listening comprehen
Page 18 and 19: computer-based displays of video me
Page 20 and 21: ecommendations based on experience
Page 22 and 23: the area of second language listeni
Page 24 and 25: (Gruba, 1997), concerns are raised
Page 26 and 27: themselves and the rules for combin
Page 28 and 29: 183), examination of techniques use
Page 30 and 31: the visual elements in an effort to
Page 32 and 33: ecause naturalist productions lack
Page 34 and 35: pathway to the lobe at least six in
Page 36 and 37: Anderson (1995, pp. 161-168) discus
Page 38 and 39: scratchpad is thought to disappear
Page 40 and 41: Table 2-1Collaboration and competit
Page 42 and 43: Although the central visual stimulu
Page 46 and 47: (p.27) consisting of a seven-item,
Page 48 and 49: In a longitudinal study, Herron, Mo
Page 50 and 51: according to the presence or absenc
Page 52 and 53: Schmidt-Rinehart(1992)written recal
Page 54 and 55: asis of the audio track, the visual
Page 56 and 57: introspection’ occurs when partic
Page 58 and 59: Second language listening researche
Page 60 and 61: explanation of the context of the i
Page 62 and 63: Table 2-4Conceptual framework of li
Page 64 and 65: e limited in its applicability. Lav
Page 66 and 67: temporarily stored in buffer system
Page 68 and 69: is a need to maintain such a distin
Page 70 and 71: Critics of their learning styles fr
Page 72 and 73: with reading (Kozma, 1991). Explora
Page 74 and 75: Revisions in cognitive theory, howe
Page 76 and 77: elationship of visual to verbal ele
Page 78: framework of first language reading
Page 82 and 83: Approximately one-third of total cl
Page 84 and 85: students were always told to attemp
Page 86 and 87: asis” (Kevin, text unit 2). He ex
Page 88 and 89: After making a preliminary selectio
Page 90 and 91: Establishing shots usually occur at
Page 92 and 93: 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
Page 284 and 285:
Chapter Seven: Summary and implicat
Page 286 and 287:
framework concerning initial front-
Page 288 and 289:
The second purpose of the main stud
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listeners begin searching for task-
Page 292 and 293:
A decade ago, Armes (1988) made the
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investigation and a set of criteria
Page 296 and 297:
Participant selection and trainingT
Page 298 and 299:
During the verbal reports, particip
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present study, the decision to prin
Page 302 and 303:
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
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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
Page 336 and 337:
Page 338 and 339:
22. S: Ever since I've been teachin
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its week by week they are quite hap
Page 342 and 343:
industry even in a minor way they k
Page 344 and 345:
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
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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
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
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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
Page 374 and 375:
Page 376 and 377:
Page 378 and 379:
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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
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Image: A 28 Japanese: 28-30 seconds
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Page 402 and 403:
Page 404 and 405:
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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
Page 428 and 429:
147. R: So how did that affect you?
Page 430 and 431:
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
Page 480 and 481:
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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