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

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185. R: So what happened exactly, then?Number two there.186. S: A ‘keitosha’ (kei yosha) or something— a particular car? — like a . . . I’m notsure what that means (reading the headline)a car. (writes) A car crashed into the lawnbowls field and killed one person andinjured three. (reads question three) ’Whendid it happen?’ Today at two thisafternoon?187. R: Okay, and how do you know that?188. S: Because in the very beginning he said‘Kyo gogo’. (reads question four) ‘Wheredid it happen?’ I hate those places names.NHK: G0 - G4 ‘Kyo gogo TochigikenOdawarashi no getobaru, getobaru— ‘189. S: ’Tochi-ken’. (not Tochigi-ken) I alwaysget mixed up with ‘ken’ (prefecture) and‘cho’ (district) and all the other places andthey’ve got two different ways of writing‘cho’ and ‘shi’ (city) and the rest of thethings so I’m not quite sure of that one.‘Tochi-ken’ would be ’prefecture’ maybe?And the other place.NHK: G0 - G4 ‘Kyo gogo TochigikenOdawarashi no getobaru, getobaru— ‘190. S: ‘O-ta’ — ‘O-ta-wa-ra’ city, maybe?191. R: And then?192. S: Do I need to write ‘lawn bowls field’?193. R: Yeah, just make it as complete aspossible.194. S: So then Tochi prefecture Otawara citylawn bowls field. (reads question five)‘How often do the club members meet?’Did they say that?NHK: G4 - G18 ‘ — no jo ni kei j oyosha ga tsukonde getobaru o shiteitaotoshi yori o tsugi tsugi to hanetenihitori ga shibo san nin ga ju keisho ooimashita. Kyo gogo ni ji han goroTochigi-ken Odawarashi Udakawa de— ‘195. S: Okay, ’ni ji han goro’. So it wasaround two thirty.196. R: Is that for question ah three?197. S: Uh-huh.198. R: Oh, okay, great.199. S: And they also mentioned another place,after —200. S: That’s probably ‘Otawara’ (reads kanjiname on the screen) but I can’t understandwhat that first place is. I’ll listen to itagain.NHK: G16 - G20 ‘Kyo gogo ni ji hangoro Tochigi-ken OdawarashiUdakawa de getobaru jo ni keijoyosha ga tsukomi — ‘200. S: Oh, it’s ‘TochiGI’. I didn’t here it thefirst time. I just heard ‘Tochi’. ’OtawarashiUdakawa’? ‘Udagawa’? ‘Udagawa’? I’mnot quite sure what that is but I’ll tryagain.201. R: Just do your best.NHK: G22 - G30 ‘ — getobaru oshiteita otoshi yori tachin o tsugitsugi ni hanemashita. Kono jiko deOdawarashi Oginome no mushokuInami Tochiro-san, hachi ju sai gaatama na do tsuyoku —‘202.S: Okay, I just realised that they — the‘kei-jo-yo-sha’ the car, the particular car, itcrashed into the people one by one —‘tsugi tsugi hito’. I didn’t hear that thefirst time.NHK: G30 - G48 ‘ — utte mamonakushibo shimashita. E, kono hokaotoshi yori san nin ga ashi no hone oorunado no jukeisho o oimashita. E ,naku natta Inami-san dewa jimoto norojin kurabu no nakama desu. Shu n iyon kai hodo jiko ga okita getobarujo de getobaru o tanoshin de ita to i ukoto desu.‘203.S: Okay ‘shu ni yon kai hodo’ (about fourtimes a week) I was just trying to listenfor the time so . . . (writes) So, four timesin a week. I’m not quite sure what ‘hodo’means after ‘shu ni yon kai hodo’ — ’atleast’? four times a week? Or ‘about’. I’lljust write ‘about four times a week’. Yep,and I still don’t understand if the name ofthe person is the same.204.R: Oh, that’s okay. Just try to answer thequestions.240
205.S: (reads question six) ‘What did thewitness say?’206.R: Yeah, just in general. Not exactly wordfor word as best you can with her.NHK: G46 - G64 ‘ — getobaru otanoshin de ita to iu koto desu. Sokoo tsuki ya buttekite soshite soko n iita hito ga minna hone. Koko ni itahito wa ashi ka nan ka hikaretanda neawarehatte yo. Aa, nani ga nandakawakaranai. Bikurishita. ‘207.S: Hmmm . . .208.R: If you need to repeat.209.S: Yeah! (laughs)NHK: G44 - G58 ‘ — getobaru jo degetobaru o tanoshin de ita to iu kotodesu. Soko o tsuki ya buttekitesoshite soko ni ita hito ga minnahone. Koko ni ita hito wa ashi ka nanka hikaretanda ne awarehatte yo. Aa,nani ga nandaka wakaranai.Bikurishita.‘210. S: Alright, she said uhm . . . she said hecrashed in from here or something. Orsomething or other. And then she said‘asoko ni hita o’ the person over there andthe person over here. There was somethingthat happened to the person over there andthe person over here. The person who washere got his legs run over. Or something‘ashi ga hikari ta’. And then she said ’Ididn’t know what was going on’ and‘bikuri’ so she was surprised.211. R: Okay, so just try to summarise that.212. S: (writes) The car crashed in . . .213. R: Then here’s the next question. (readsquestion seven) ‘How did it happen?’214. S: Let me finish this.215. R: Sorry to rush you.216. S: How did it happen? (writes) The curvewas on the right . . .217. R: And how do you know that?218. S: Because I heard ’curve’ before and . . .(writes) (reads question eight) ‘How willthe investigation proceed?‘ (writes) Ah,the police have charged the sixty year oldman. I think. I have just got to check onemore time.NHK: G66 - G82 ‘Ee, genba wa n iyuruyaka ni migi ni kabu shiteimudoro desu. Keisatsu dewa keijo yoshaga kabu no magarekireizu ni dorohidari gawa ni aru getobaru jo n itsukonde mono desu konda mono t omite. Ee, keijo yosha o unten shiteita roku ju kyu sai no mushoku nodansei o taiho shite kowa kawashikuji jo o kiteimasu.‘219. S: Okay it curved to the right orsomething and it missed or something, Ithink. ‘Mushoku‘ I don’t understand what‘mushoku’ something, he doesn’t havesomething. ’Mushoku’ — maybe he’sunemployed? I’m not sure.(FINISH G2)(START A3)220.S: Okay, it’s the same guy from NHK butI don’t know what’s going to happen.NHK: A0 - A4 ‘Ee, Nara-ken Asukamura no kyuryo de, ee Asuka jidai nokyodai na ishigaki ga —’221.S: Something in Nara. ‘Asuka jidai’ so‘Asuka’ ‘Asuka’ — from the age of‘Asuka’ or the times of ‘Asuka’. I justknow that because Nara is an old city andit just kind of follows that ‘Asuka’ is oldand they found something. Some oldarchaeological thing. And (writes kanjiheadline on the screen) it might besomething made of stone? (laughs)222.R: How do you know that?223.S: Because it says ’stone’ there. And ‘bigstone’ something or other. And I thinkthat’s the kanji for ‘gu’ as in ‘Meiji jingu’(Meiji Shrine) in Tokyo I just know thestation so maybe it’s like a temple or partof a temple because there’s ‘ichibu ka’(part) and he said ‘kyodai’ so it’s big. Orold.224.R: And tell me how you went aboutunderstanding that section.225.S: Yep. Well first of all because I heard’Nara’ and because it’s an old city I sort ofassociated it. And just reading bits of kanjihere. Because I’ve already got that I cansee and read that and attach things to it.226.R: Any major problems so far?241
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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
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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
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
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 562 and 563: 227.S: Yeah, well, with the kanji I
Page 564 and 565: meters away from something or other
Page 566 and 567: originally built the site?’ Some
Page 568 and 569: people couldn’t understand it. So
Page 570 and 571: a tape the first time I wouldn’t
Page 572 and 573: going to show me the clips of where
Page 574 and 575: 61. C: I can’t understand at all.
Page 576 and 577: shiteimu doro desu. Keisatsu dewake
Page 578 and 579: text of what is being said in front
Page 580 and 581: 38. R: And what will you do now?39.
Page 582 and 583: ni yuruyaka ni migi ni kabu shiteim
Page 584: 206 R: Can you describe any other s
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