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

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206 R: Can you describe any other specificways that images affected yourcomprehension?207 L: Specific ways? Uh . . . maybe somebackground.208 R: How’s that? Can you explain it a bitmore?209 L: (laughs)210 R: Oh, okay if you can’t. How difficultwas it for you to answer thecomprehension questions at the end ofeach? How difficult were they, do youthink?211 L: Well, I was asked who and what andwhere the thing happened. I had to go backto the clip. That’s a problem. I couldn’tactually record it, so I had to replay it.212 R: Did the questions show you were togo, for example, where they in an order?213 L: I think they flowed well.214 R: Did those questions affect yourunderstanding? When you saw thequestions, did you think you hadn’trealised something?215 L: Oh, definitely.216 R: For example?217 L: For example? Okay, with the third one‘Where’s the second site located to theoriginal find?’ And this just helped me tocorrect my comprehension.218 R: This is more towards this methodologyof this study. What did you think of this‘think aloud’ process?219 L: Uh . . . uh . . . it’s more interpersonal.Sort of, if you study, you don’t talk. Youmay have to talk a partner. So it’s morelike talking to the video clip.220 R: And how did you find that? Was thatgood for you or? Did you feel embarrassedor . . . ?221 L: No.222 R: Is English your first language?223 L: No.224 R: Did you have problems, for example,going from you first language to Englishand then translating the Japanese? Did youfind that to be a particular problem?225 L: Yeah, somehow.226 R: What was that? What language do youtend to think in?227 L: I don’t know. They’re mixed.228 R: But do you think going from your firstlanguage to Japanese then to English madeit more difficult? How did it affect yourprocess?229 L: Well, maybe it takes me longer. Maybeunconsciously I have to translate Japaneseinto Mandarin and then from Mandarin toEnglish. Maybe, but I can’t tell.230 R: I was just wondering.231 L: Sometimes I think it has something todo with practicing. If you are practicingmore, you can retrieve quicker.232 R: And this is your first time doingsomething like this. And what was do youthink I could improve this process? I’vetried to set it up as best I could, but doyou have any suggestions?233 L: Okay, uh . . . I think maybe next timeyou can let the subject hold themicrophone. So that the person knowsthat he or she should talk as often as theycan. Just let them grab the microphoneand tell the guy that you have to speak asoften as you can.234 R: A final question: What did you think ofmy role? Did I affect you in any way?235 L: Uh . . . I don’t know.236 R: Nothing particular. It didn’t reallyaffect you, do you think?237 L: No, because uh people are not used tospeak to a machine. They’d rather speak toa person, you know, that’s why I wasreferring to you rather than just talk to themicrophone.238 R: And I was trying not to give you cluesor help you.239 L: Yeah. Maybe I think maybe peoplewill talk more if they don’t have aninstructor nearby. Ask them to talk asmuch as they could.240 R: So you think because I was here youtalked less today?241 L: But they might talk a lot of rubbish,you know.242 R: What did you do today? Do you think Imade you more shy?243 L: No.244 R: Okay, that should be about it.245 L: Thank you.****END OF TRANSCRIPT FOUR264
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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
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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
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.
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
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