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

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understood what he was saying anyway but that re-enforcedit and made it more certain. I mean he‘s just a talking headand that doesn’t help you to understand.the other aspects of processing(reading and listening) areautomaticR: Is there anything else you notice while you werelistening? Anything else about your listening that youmight think is interesting?C: In this case he speaks a lot more slowly than the lastone. That made it easier to understand you’ve got time tosort of — you’ve got more time to absorb each wordwithout having to sort of get an overall view perhaps. Thesentences take a lot more time to come out to give you timeto prepare yourself for the end.notes the difference in speechrate from the previous clipslow speech allows time forprocessingR: Okay let’s go on.C: Okay.*NHK: G16 - G54 ‘Kyo gogo ni ji han goroTochigi-ken Odawarashi Udakawa de getobaru joni keijo yosha ga tsukomi getobaru o shiteitaotoshi yori tachin o tsugi tsugi ni hanemashita.Kono jiko de Odawarashi Oginome no mushokuInami Tochiro-san, hachi ju sai ga atama na dotsuyoku utte mamonaku shibo shimashita. E,kono hoka otoshi yori san nin ga ashi no hone oorunado no jukeisho o oimashita. E, naku nattaInami-san dewa jimoto no rojin kurabu nonakama desu. Shu ni yon kai hodo jiko ga okitagetobaru jo de getobaru o tanoshin de ita to iukoto desu. Soko o tsuki ya buttekite soshitesoko ni ita hito ga minna hone.’C: Well I guess — I mean I still understand what’sgoing on so I don’t — I’m not conscious of having to doanything to make myself understand it better or anything.stop two; thirty eight secondspauses at a scene changeautomatic processes are difficultto describeR: Please tell me what you’ve understood so far. Giveme the main points.C: Well, uhm ... in addition to what I’ve just told youbefore? There were four people injured. The people whowere playing gateball were a group of local — from a localsenior citizen club who I think come together four times aweek to play and uh the guy who was hurt was a guy calledMr Inami and several other people who were injured hadinjuries such as broken limbs. I assume from the interestingcamera dash earlier that was the path that the car tookcareering through the field that was a bit unnecessary, Ithought (laughs). I guess there was that graphic picture withthe car with the wires still under its tires from goingthrough the fence uhm . . . then I guess now that I’ve seenthe clip of where it happened my view has changed. I hadoriginally thought it had happened in a city situation now Iknow we are in the country so its sort of changed what I’mlistening for and now when this woman comes on I sort ofinstinctively stop the tape because I’m under the impressionsummarises clipfollows the intended meaning ofthe video producerimage affects which schema toevokeanticipates a problem (dialect)153
that she is going to be talking in a dialect that I don’tunderstand or that I sort of have to think about so I thoughtI would stop there and spend a bit of time. It doesn’t help —see down the side of the screen here it says uh ‘This is alady who was playing gateball at the same time’ but for asecond there I thought her accent was going to be so badthat they were going to be subtitles to help you understandwhich happens sometimes. So that’s always a possibility.through a visual contextR: And how did seeing the visuals this time help you?C: Uhm . . .R: Contribute or . . .C: Yeah, I guess it all helps. When I first heard theintroduction of the story from the newsreader I assumed itwas going to be in the city and then having seen it was inthe country that sort of changes the geographical sort of’that’s fine’ and you know you get the picture that — Imean streets in Japan are always narrow but in the countrythey are even narrower because they run between paddy fieldsso that’s going to you know you can see how an accidentwould happen and now seeing this picture here where thelady is talking uhm ... it helps to see her in the fieldwearing fairly typical country sort of clothes knowing thatwhat she is going to say with a different type of accent isperhaps going to be bit harder to understand, I think.images affect expectations andcauses her to think of ruralexpectationsextensive background knowledgeR: Is there anything else you would like to add that youthink might be interesting?C: I guess not. It’s kinda hard to say what I’m thinkingbecause I don’t think I’m thinking anything. To be honest(laughs)!automatic processes are noteasily describedR: That’s fine.C: Okay let’s listen to see if she’s got a bad accent. anticipates a barrier tocomprehension*NHK: G56 - G82 Koko ni ita hito wa ashi kanan ka hikaretanda ne awarehatte yo. Aa, nani ganandaka wakaranai. Bikurishita. Ee, genba wa niyuruyaka ni migi ni kabu shiteimu doro desu.Keisatsu dewa keijo yosha ga kabu nomagarekireizu ni doro hidari gawa ni arugetobaru jo ni tsukonde mono desu konda monoto mite. Ee, keijo yosha o unten shite ita rokuju kyu sai no mushoku no dansei o taiho shitekowa kawashiku ji jo o kiteimasu.‘C: Hmm, I guess again my vision of the sort of storyis changing. As I thought she has a pretty strong accentwhich is really hard to understand. I could have done with afew subtitles but I still basically understood you knowbecause you just imagine what they are going to say, right?Like ”I was so surprised. It was the last thing we expected.stop three; twenty four secondsclip endsrevises storymisunderstandings filled in withschema154
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
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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
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 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 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
Page 500 and 501: ut I haven’t heard the words arou
Page 502 and 503: R: Yeah, as you wish. We can stop i
Page 504 and 505: have been able to understand it. Th
Page 506 and 507: R: Okay. Anything else you would li
Page 508 and 509: D: No, I just want to find out what
Page 510 and 511: gateball’ —R: Could you tell me
Page 512 and 513: D: ’Mite’ — ‘to see‘ some
Page 514 and 515: no jukeisho o oimashita.’D: ‘As
Page 516 and 517: D: ‘Nara ken’ it’s in Nara ye
Page 518 and 519: it’s being ... I don’t know why
Page 520 and 521: description and they are either cor
Page 522 and 523: 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
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
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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
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152. R: So what’s happening with
Page 560 and 561:
185. R: So what happened exactly, t
Page 562 and 563:
227.S: Yeah, well, with the kanji I
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meters away from something or other
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originally built the site?’ Some
Page 568 and 569:
people couldn’t understand it. So
Page 570 and 571:
a tape the first time I wouldn’t
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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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