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

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Comprehension questions, Video #2 with answers included.1. What is the main topic of the clip?One person died and three were injured when a car crashed into a group ofelderly people playing gateball.2. What happened?A small car crashed into a group of elderly people playing gateball, killingan 80 year old man and injuring three others.3. When did it happen?The incident occurred around 2:30 this afternoon.4. Where did it happen?The incident happenned in a gateball playing field in Otawara city.5. How often do the club members meet?They meet to play gateball four times a week.6. What did the witness say?The witness said that that one player had his feet run over, but that she isnot sure what happened exactly as she was very scared.7. How did it happen?The car was driving on a street near the gateball field, failed to negotiate acorner, and ran into the gateball field on the left.8. How will the investigation proceed?The police will question the 69 year male old driver of the car for details of theaccident.205
Comprehension questions, Video #3 with answers1. What is the main topic of the clip?An archaeological site, dating to the Aska era of Emperor Saimei, wasfound in Nara.2. Who found the site?The local education committee found the wall.3. Who originally built the site?Emperor Saimei.4. What evidence helps to date the find?Pieces of earthenware found at the site aid in dating the find.5. Where is it located in relation to the original find?It is located on the same hill as the huge stone wall, 300 meters east of theformer site of Okamoto Palace.6. What is the name of the book?The book is named the ‘Chronicles of Japan’.7. What information does the book provide?The book states that Emperor Saimei built two imperial villas near hispalace. One imperial villa ‘Ryookiguu’ was named after two zelcova treesin the garden.8. What is the final speaker looking forward to?The final speaker is looking forward to better understanding the site betterbecause the site has long been a mystery to scholars.206
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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
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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
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
Page 524 and 525: Background questionnaireYear of stu
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
Page 534 and 535: 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.
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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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