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

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tsukutta to shirusarete iru e rikyu no ichibu tomirare —’C: I’m an idiot. Oh god. Uhm, he said that the foundthis piece of stone wall and it later proved to be part of this‘rikyu’ — this palace built by this Sai Mai — Emperor SaiMai in this era. The word I couldn’t get was his bloody fault(laughs). He said — what he said was — ‘We found thisthing and . . . ‘ what he was trying to say was ‘sono gono’which is like ‘as a result of a survey later it was thought tobecome this‘ and it was the ‘later’ that I couldn’t pick upbecause he sort of says ‘blah, blah, blah’ and then he goesto say something else and changes his mind and comes backto the script so it sounded like ‘sono go’ or ‘ha ha sono go’and I couldn’t think of what that was and that reallysurprised me.*NHK: A2 - A20 ‘ — Asuka jidai no kyodai naishigaki ga mitsukemashita. Kono ishigaki wasono go no chosa de Nihon Shoki ni SaimeiTenno ga tsukutta to shirusarete iru e rikyu noichibu to mirare, Nihon Shoki no kijutsu ourazukeru shiryo to shite chumokusarete imasu.’C: Uhmmm, now I get it. Well that’s one vocab itemdown (laughs). And he was just saying at the end there thatthat sort of — and I missed this bit before because I guess Iwas worrying about the first bit — saying that this is sortof like proves to us how technologically advanced they wereat that stage like more than you would have thought ofwhich isn’t a hard sentence at all but I guess I was stillthinking about this damn ‘sono go’.admonishes herself for notunderstanding earlierfine level of detail incomprehensionthe‘bottom-up’ details attended toherea repeated wide viewchips away at the piecedetailed understandingR: So I guess what I wanted to ask you when you stopand start what is your main reason for stopping?C: I guess I was just trying to refine that little bit that Icouldn’t understand, just trying to pick up just that. Andonce I stopped — because he starts with ‘ha’ and says ‘sonogo’ I just had to get one time where I missed that ’ha’ andstarted with that ‘sono go’ and picked up the word that Ithought was right and thought ‘Ah, that’s what it is’ so thisbit is like ‘I can leave it alone’. It’s like one of those thingswhere as a learner of a foreign language you don’t knowwhere typos are so you spend ages in the dictionary tryingto find a word that doesn’t exist because you don’t knowthat it is wrong. It’s like that. You hear someone speakingand you think you’ve heard the right thing but they mayhave sort of stopped and changed their mind. And that’s thething that is confusing. I was just really trying to get downto that one word and pick up what he said.*NHK: A22 - A28 ‘Daikibo na ishigaki gamitsukatta no wa Nara-ken Asuka mura nokyuryo no shamen de. Jimoto no kyoiku inkaiga hakkutsu chosa —’explains repeated stoppings as away to hone in on particularbarriers to comprehensionlistening involves allowance toa constantly changingenvironmentmoves on, four secondsC: All right, we’ve got that ‘kiyuryo’ again . . .163
‘kiyuryo no somen’ because I said earlier that it was foundat the base of the steep slope well the steep slope isobviously ‘kiyuryo’ — and god knows what that is — Imean I guess it is that sort of ‘lump’ in the middle of thescreen, that sort of mountaineous-looking thing but still Idon’t know what it is which is irritating. And that sign thatI couldn’t read before it turns out to be that stone — ‘sakefune ishi’ thing — so that’s okay I know what that is. Nowthat I know what it is I can ignore it because it is not thatimportant. But let’s go back and just check.focuses on a problem inunderstandingpicks up a detail that wasbothering her beforeR: How has that helped you seeing that sign?C: I guess it — not so much helps but — before it wasirritating me because I didn’t pick it up and it was sort oflike ... infringing upon my other activities but now that Iknow that I can ignore it. It doesn’t matter. (laughs)soothes an irritationlearns what to ignoreR: Oh, okay.I just need to start about there.*NHK: A22 - A28 ‘Daikibo na ishigaki gamitsukatta no wa Nara-ken Asuka mura nokyuryo no shamen de. Jimoto no kyoiku inkaiga hakkutsu chosa shiteimashita.‘C: Okay, uhm, it — I said that I thought that it hadbeen found by a teacher? Well, someone from the ‘kyoikuinkai’ sort of like the ‘education committee’? Uhm, who had— I’m almost tempted to say they were looking forskeletons but I think I’ll go back and do that again. BecauseI think he said ‘hakutsu’ and a skeleton is a ‘hakotsu’ so Ithink I’ll go back. But then skeletons wouldn’t be in thatout of place so ... (laughs).*NHK: A22 - A28 ‘Daikibo na ishigaki gamitsukatta no wa Nara-ken Asuka mura nokyuryo no shamen de. Jimoto no kyoiku inkaiga hakkutsu chosa shiteimashita.‘C: ‘Kyoiku inkai’ so lots of them — the wholecommittee was out there looking for ‘hakutsu’ . . .‘hakutsu, hakutsu’ ... Okay, ’hakutsu’ is my problem Ican’t think of a kanji that would go with it. And it isconfusing me because I used to live in a place where veryclose to there was a really fabulous archeological site called‘Hakitsu’ which is very close sound and uhm which is ’cavedwellings’ of prehistoric peoples and so looking at this it isvery similar so it’s kind of getting confused in my head.Uhmm . . .repeats previous sectionreconfirms an earlier point andclarifies the pointbegins thinking of what thisword might be doing in contextthird successive repetition ofthis secondexplores the various meaningsof a word that bothers herR: I’ll just flip this tape.C: Uh-huh.END SIDE ONE164
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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
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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
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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
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147. R: So how did that affect you?
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with an animal or something that ca
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*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 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 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
Page 524 and 525: Background questionnaireYear of stu
Page 526 and 527: Comprehension questions, Video #2 w
Page 528 and 529: Post-sessional questionnaire: Study
Page 530 and 531: was said by the announcer and I jus
Page 532 and 533: 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
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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
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
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originally built the site?’ Some
Page 568 and 569:
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
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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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