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

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In a longitudinal study, Herron, Morris, Secules and Curtis (1995) compared videobasedinstruction and text based instruction over the course of one academic year ofFrench instruction at a tertiary institution. In addition to performance comparisons,the researchers investigated the development of listening, reading, writing, speakingand grammar skills and examined differential relationships between the languageskills. The investigators suggested that listening and speaking skills would benefitfrom video instruction because of the medium’s ability to contextualise language,and that reading and writing skills would benefit from text-based instruction. Nohypothesis was put forward concerning grammar. A number of controls were put inplace to minimise the influence of extraneous variables. Using an external,audiotape-mediated measure of language proficiency, Herron et al. (1995) found thatthe video-instructed group performed better in listening comprehension than thecontrol group. Measures of performance related to reading and writing skills did notshow significant differences. The results of a related study (Hanley, Herron & Cole,1995), which compared the use of a video narrative to a teacher’s narrative, foundthat students prompted with video wrote significantly better than other groups.As with listening comprehension research in general (Rubin, 1994), inconsistentfindings across the video-mediated studies may be partially due to a wide variety ofsettings, candidate profiles and choice of videotexts. Significantly, however, thewidespread use of comparative designs (e.g., audio vs. video) throughout secondlanguage video research may itself be a critical flaw. Educational media researchershave long argued that comparing one medium to another leads to invalid orinsignificant results because of a number of common methodological problems(Clark, 1983; Clark & Salomon, 1986; Clark & Sugrue, 1991). These problemshave been categorised in relation to samples, treatments and measures ofeffectiveness (Wetzel et al., 1994, p. 191).Problems to do with samples, as related to second language video research, include afailure to randomise assignments or control for pre-treatment differences. The use of35
intact classes in studies such as Gruba (1993) and others (Baltova, 1994; Herron etal., 1995) is questionable: students, it appears, may respond to a presenter'senthusiasm for one medium over another and act accordingly (Cennamo, Savenye &Smith, 1991; Salomon, 1984). Exceedingly small sample sizes, a lack of controlgroups and inadequate explanation of participant profiles also diminish the validityof results in these comparative studies.Second language researchers have not been careful in regards to the treatments thathave chosen to investigate video media. Methodological defects include, for example,exceedingly brief or lengthy exposures to the media in question, a use ofpresentations not matched with instructional objectives, a lack of explanation orvalidation of the tasks used, no demonstration that the media presentations wereequal, and a failure to control for differences between conditions. Many of thematerials in the studies were lengthy, as in Schwartz’s (1992) use of a 16 minute 56second videodisc. Because lengthy exposures to complex media may strain cognitiveresources of listeners, particularly in relation to the capacities of working memory,Rubin (1995b) recommends that video samples be limited to no more than twominutes. Additionally, as Hamp-Lyons (September 1995, personal communication)pointed out, a video soundtrack stripped of its visual channel only creates a ‘depletedvideo’ and thus becomes an inauthentic and problematic representation of themedium.Regarding measures of effectiveness, instruments that have been used were designedby the second language researchers themselves with scant, or no, evidence ofreliability or validity. Even for those instruments deemed reliable, an analysis of testscores alone can not be used to account for variations in performance that are thenascribed to differences in mode of presentation (Bostrom, 1990b). A reliance onaffective and subjective measures of media effectiveness is also questionable.Mueller (1980), for example, reported listening results that were determined on thebasis of a speeded writing task and scored solely by the researcher himself36
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 44 and 45: video to show a cultural context, i
Page 46 and 47: (p.27) consisting of a seven-item,
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
Page 94 and 95: The notes, some torn by the process
Page 96 and 97: 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
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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
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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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