Ch.11 Listening for Multimedia Environment
- 1. Presenter: Chaewon Lim Chung-Ang University
- 3. Authenticity Segmentation Re-listening Multimed ia Visual Impact Metacognitive Knowledge Captions & Subtitles Listener Choices Meta-technical Skills Tools
- 4. Prediction vocabulary Mode 1 Non-stop playing Re-listening Mode 1 Mode 2 (Individual) By fragments ▶ Replay Button ▶ Text Button ▶ Worksheet (New Words, Cultural knowledge, Notes- Goals) Listener Choice (Ms Nguyen’s Class)
- 5. Robin (2007): A Semi-recursive Activity Listening is “inching its way closer to reading which is fully recursive.” Salaberry (2001) 1. Is increased technological sophistication correlated to increased effectiveness of L2 listening pedagogy? 2.Which technical attributes specific to new technologies can be profitably maximized for L2 listening pedagogy?
- 6. Mayer’s generative theory of multimedia learning (2001, 2002) Mixed modes of delivery (text, audio, and video) affect cognitive processing for learning. Dual coding theory (Paivio, 1986) Learning is facilitated when both verbal and non-verbal processing reinforce each other. In sum, information presented in both audio and visual modes together, when congruent, can lead to better comprehension for L2 listening.
- 7. Verdugo and Belmonte (2007) “an internet-based technology”=> greater comprehension gain than regular textbook-based listening activities only Wagner (2008), Sueyoshi and Hardison (2005) The importance of visual support, non-verbal information (speaker’s face and gestures) as helpful cues => kinesics
- 8. Wilberschield and Berman (2004): Preparatory Visual media can be used successfully to prepare learners for listening. Seo (2002): Metacognitive Knowledge Listeners supported by a visual are better able to activate top-down processing strategies than those who only listen. Ginther(2002):Content visuals inTOEFL CBT Content visuals slightly enhanced comprehension but that context visuals had a slightly debilitative effect on comprehension (Working Memory Capacity!!)
- 9. • Coniam (2001) A group listening to an audio-only version obtained similar comprehension scores (Over 80 percent of the video group felt that the video had not facilitated comprehension). Issues in high-stakes tests • Hernandez (2004) Listeners with high spatial ability performed better with visual support.
- 10. Wagner (2007): Eye contact with the monitor 69 percent of the time average -> 48 percent of the time (negative correlation with overall listening comprehension.. -Weaker learners’ inclination to compensate for their low linguistic competency Gruba (2004; 2007) Visual info. has a differential impact on the audio info.
- 11. In sum, learners may not always benefit from the dual mode of delivery (=too demanding or too distracting) Questions about the value of adding visual are particularly acute for listening assessment. A key consideration is a close match between the content of the images and the sound input, especially for learners of lower- level proficiency.
- 12. Hoven (1999): A distinct advantage of multimedia environments- the choice and control available to L2 learners Hulstijn’s (2003) listener choice: a recording, a player, and a printed copy of text But, listeners have a wide range of technological aids. Research aims to explore how learners use different help options; what is the impact of a particular type?
- 13. Hegelheimer andTower (2004) Weaker learners- “repeat previous sentence and transcription” function (*negatively related to performance) Stronger learners- “aural repeat only” function Pujola (2002): Strategy use Listeners of a global approach tended to use help options less… Stronger learners- tended to use the written help options to confirm comprehension..
- 14. Roussel (2008), Roussel, Rieussec,Tricot, and Nespoulous (2006): Computer tracking High-proficiency listeners- an initial global listen followed by a detailed listen with frequent pauses and short rewinds (#1) Low-proficiency listeners- one detailed, erratic listen with many rewinds but no global listen (#4)
- 15. Zhao (1997):The speed of listening Listeners performed better on a comprehension task when having control over speech rate and repetition. Jones and Plass (2002): Pictorial vs. Written annotations Learners acquired more vocabulary and recalled the text better with the help of both pictorial and written annotations. Cf> Jones (2004): learners using written annotations remembered vocabulary better on a written test…
- 16. Smidt and Hegelheimer (2004): Web-delivered ESL lectures Incidental vocabulary learning occurred based on consultation of the slides and transparencies rather than the lecture. Grgurovic and Hegelheimer (2007): Optional use of captions and transcriptions When comprehension broke down, learners opted to consult the captions more frequently, for a longer time than the transcripts.
- 17. Don Kim- It all depends!!! In the metacognitive approach, introducing the transcripts at the last stage is important, which means that we should follow procedures starting from no subtitles-> problem-solving-> subtitles to final listen with no subtitles. Jihyeon- I think it is helpful for not only listening skill but also speaking skill…..
- 18. Markham, Peter, and McCarthy (2001) Effect of different types of captions on the comprehension in L2 (Spanish): L1 captions only-> L2 captions only -> no captions Guichon and McLornan (2008) The subtitle groups obtained the highest scores on the comprehension measures (L2 subtitle group scoring slightly higher with more accurate vocabulary use).
- 19. Winke, Gass, and Sydorenko (2010) - Listeners who saw the video twice with captions performed better on written and oral vocabulary tests (than “only once”). - Ordering effects: using captions during a first listen - More beneficial for learners of Russian and Spanish compared with Chinese and Arabic -There were no differences across different proficiency groups.
- 20. It is clear that the use of L2 captions and subtitles can lead to better word identification and vocabulary learning!! (word segmentation skills) It is not clear whether improved comprehension is a result of listening or reading. (Incorrect decoding can cause misunderstanding) Learners need to learn to rely on the acoustic signal and contextual factors to process what they hear (Authentic, real- life listening ).
- 22. Create your own podcasts!! http://www.podomatic.com General English Learn English Pod (British Council) http://learnenglish.britishcouncil.org/en/elementary- podcasts English as a Second Language Pod http://www.eslpod.com/website/show_all.php# News Cast VOA Podcasts for ESL learners http://www.manythings.org/voa/rss/ NPRhttp://www.npr.org/rss/podcast/podcast_directory.php
- 24. Podcasts are audio or video files published via the internet, providing out-of-class possibilities for L2 listening practice and instruction (McMinn, 2010) O’Bryan and Hegelheimer (2007) Teachers report extension of class time while learners report acquiring new note-taking tips and useful lecture cues. Vandergrift, Weinberg, and Knoerr (2010) A small increase on the Planning and Evaluation factor of the MALQ…
- 25. Yanguas (2010): video CMC vs. audio CMC vs. Face- to-Face Communication - Comprehension: FTF (70)->Video(64) -> Audio (45) -The benefits of kinesics in facilitating comprehension - Interactive L2 listening instruction (Reception strategies such as confirmation and back- channelling)
- 26. Robin (2007) andVanderplank (2010) suggest that the problem may not lie in the technology itself but in learner ability to apply the technology for efficient learning. NoTechnology-Driven Pedagogy!! The difference between teacher-assisted viewing and computer-based individual viewing was “self-efficacy” Teachers need to advise and enable learners to use the available raw electronic resources according to individual learning styles.
- 27. Authenticity Segmentation Re-listening Multime dia Visual Impact Metacognitive Knowledge Captions & Subtitles Listener Choices Meta-technical Skills Tools Ms Nguyen’s Class….. Salaberry’s Questions
- 28. Prediction vocabulary Mode 1 Non-stop playing Re-listening Mode 1 Mode 2 (Individual) By fragments ▶ Replay Button ▶ Text Button ▶ Worksheet (New Words, Cultural knowledge, Notes- Goals) Listener Choice (Ms Nguyen’s Class)
- 29. Salaberry (2001) 1. Is increased technological sophistication correlated to increased effectiveness of L2 listening pedagogy? 2.Which technical attributes specific to new technologies can be profitably maximized for L2 listening pedagogy?
- 30. Authenticity Segmentation Re-listening Multime dia Visual Impact Metacognitive Knowledge Captions & Subtitles Listener Choices Meta-technical Skills Tools Norris (2004) “All face-to-face Communication Is multimodal…” Ms Nguyen’s Class….. Salaberry’s Questions Ligorio (2001) “Different learners prefer different modes”