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

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English so I can’t say and judging from the building even Idon’t know what kind of building — what kind of place itwas. Uhm ... and ‘yon hyaku yon hyaku man yen’ (fourmillion yen) was found and ... they found part of the moneywas actually torn and damaged and then they found later onthe money that was in perfect condition sort of speak. Thepolice decided not to go into the investigating — examiningthe money on that day but they’ve left it until now and Ithink they’re waiting for — I don’t know. I don’t knowabout the last bit actually whether they they waiting forthey are waiting for a special body or — you know — toexamine the money and the circumstances around it. Andalso that the money was uhm ... they’re not sure how ofcourse how the garbage got there and whether it was uhmwrapped in a bag or wrapped up in paper — they’re not sureof that ... that’s all.can not translate into Englishhesitations aboundunsure of her developing versionleaves out a number of details: issummary a practiced, complexskill that may be independent ofcomprehension?107. R: Overall do you feel that you understood this videoclip? How much? Overall now — all of it, most of it, halfof it or none of it?108. B: Hmmm ... I’d say most of it. But then its not adetailed understanding so it’s a general understanding but itsnot precise and that where I guess it comes out when Iactually have to put it into English. Okay there’s thedifficulty in my mind now that there’s a finer way totranslate it back but also the precision you know like Ididn’t get the names or anything like that so ...yes, she seems to be competentbut has difficulty in verbalisinginto what she feels is anacceptable English version109. R: Did you find this story to be interesting?110. B: Uhm ... well I guess I guess it was interesting tofind that much money (laughs) and the person who found itmust be pretty happy well its ... I guess it was semiinteresting,yeah. A bit of mystery to it.not too excited by the story111. R: Is there anything else you’d like to add about thisclip?112. B: Ahhh ... uhm ... I guess it was very actually theway it was structured was good because it related the storyvery well it and it helped you follow it to a certain extent.Yeah with what they showed. You know finding the moneyand then the money that was torn and the money that wasn’tand and I mean at the end I guess somehow they wereinvestigating something or other ...structure is critical tounderstanding113. R: Okay that was the first one. Now for the second.*NHK: G0112. B: Oh that’s funny. The first time I looked at him Ithought he was a politician (laughs) and I thought this mustbe some type of political story and but now I see he’s anews he’s a news uhm presenter and that has to do with the‘NHK’ thing up on the top.image appears on screenimages can be misleading, butquickly adjusts when she sees thestation logo113. R: (laughs) Any other impression he gives you just the129
way the first thing that you see?114. B: Uhm ... just he’s looks serious but that’s becausethat’s just because that’s what newsreaders usually looklike. Yeah that’s all I can say.115. R: Yeah just get going then and stop and start wheneveryou wish.*NHK: G0 - G4: ‘Kyo gogo Tochigi-kenOdawarashi no getobaru, getobaru no —‘116. B: Uh I stopped it because I was thought I think Ishould read the uh the thing in case it disappears on me.(subvocalizes) ’Gato baru jo ni kuruma no yon nin’ Okayso ...117. R: No please read it outloud. Please tell me everythingyou are thinking.118. B: Oh okay ‘Gato baru jo ni yon nin ... ’ That kanji Ithink means to be uhm like ‘injured‘. So four people died orwere injured I guess ... ‘Gato baru jo’ — sore wa nan desho(what’s that?) — ‘Gato baru’? Some sort of — ... ‘Gatobaru’? ‘Ki de keto nai‘ (I don’t understand the words) Mustbe some sort of sport I guess. Some sort of sport place.first stop; four secondsincomplete phrase (on headline)stopped to read and does soquicklyencourage to verbalisedecodes headlineintersperses Japanese phrases; theresult of incomplete processing?119. R: Okay just like me ask you these other questions justbecause you’ve stopped it here. What have you understoodso far how much have you understood all of it, most of it,half of it or none of it at all?120. B: Difficult to say really. It could be most of it, couldbe half of it, it could be none at all! (laughs)suggests there is a problem withthis question121. R: Could you summarize for me in English whatyou’ve understood so far?122. B: From what he said? she makes a distinction amongthe modes of presentation123. R: Yeah, or yeah what you understand?124. B: Oh all I was really all I picked up it was thisafternoon uhm ... that’s all I picked up really. I can’tremember what else he said he obviously said a place name Ithink uhm ‘Tochi’ I don’t know ‘Machida’ (laughs).the audio track does not seem tocontribute much125. R: Can you read the kanji on the screen or ...? wants to ascertain relative effect126. B: Uhm ...127. R: Has that affected your comprehension?128. B: Well it influences what I’m about to hear I guessthat’s why I stopped it ‘cause I thought I thought ‘okay thisis necessary‘ and if they whip it away I won’t see that‘ somaybe I won’t be able to pick it up what he’s talking aboutopportunistic; gets informationfrom wherever she canseems hesitant to admit that the130
Page 1:
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
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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 448 and 449: the first part of the sentence well
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’ (
Page 498 and 499: 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
Page 536 and 537:
108. A: They’re going on about ga
Page 538 and 539:
consistent with the picture of the
Page 540 and 541:
167. A: Nothing. Ah, he’s looking
Page 542 and 543:
195. R: Any predictions — or wait
Page 544 and 545:
what it is they’ve discovered but
Page 546 and 547:
252. A: Uhm, by picking up the word
Page 548 and 549:
something to focus on. You know I t
Page 550 and 551:
(laughs) That, no you certainly did
Page 552 and 553:
28. R: Okay, and why?29. S: Because
Page 554 and 555:
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
Page 564 and 565:
meters away from something or other
Page 566 and 567:
originally built the site?’ Some
Page 568 and 569:
people couldn’t understand it. So
Page 570 and 571:
a tape the first time I wouldn’t
Page 572 and 573:
going to show me the clips of where
Page 574 and 575:
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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