Research-Based Listening Tasks for Video Comprehension

Research-Based Listening Tasks for Video Comprehension

Luba V. Iskold (Muhlenberg College, USA)
DOI: 10.4018/978-1-59904-895-6.ch008
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Abstract

This study examines the effects of listening tasks performed by second-semester learners of Russian. Two video viewing conditions are investigated: traditional, “exposure only” vs. an experimental, “viewing guide” condition. In the control group, learners are watching video episodes from beginning to end; after that they answer comprehension questions. In the experimental group, students are using online Video Guides designed for the present investigation, which include research-based listening tasks performed by the learners during video viewing. The research examines which of the two treatments produces greater comprehension and retention of the videotext as measured by (1) Immediate Recall Protocols (IRPs) written in English and (2) recall, recognition, and application tasks performed in Russian. In addition to objective tests, the researcher investigates participants’ opinions regarding the effectiveness of video viewing under each of these conditions as measured by an Exit Survey.

Key Terms in this Chapter

Videotext: A term coined by Joiner (1990) and currently used in L2 research; it implies that “television and video should be treated by researchers and practitioners as texts which are no less complex than a written text” (p. 54).

“Exposure-Only” Condition: Non-interrupted viewing of a video episode. “Exposure to massive amounts of comprehensible input” is the primary method of L2 teaching in comprehension-based approaches postulated by Krashen (1985).

Video-Driven Course: An organization of instructional materials in which “most of the content of the print materials is related to the content of the video episodes (Van Patten et al., 2004, p. 17).

Simulated Authentic Discourse: According to Geddes and White (1978), two types of authentic discourse may be used in L2 learning: (1) unmodified, which occurs as a genuine act of communication, and (2) simulated, which is produced for pedagogical purposes and exhibits features that have a high probability of occurrence in genuine acts of communication (p. 137). “Nachalo” episodes are treated by this researcher as simulated authentic discourse for the following reasons: actors and actresses are native-speakers, and events take place in Russia.

Immediate Recall Protocol (IRP): A listening comprehension measure in which listeners write down, from memory, what they recall after hearing a text (Lund, 1991).

Foreign Language: The terms “foreign language,” “second language,” “target language,” and “language” are used interchangeably to refer to languages other than English taught as an academic subject.

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Table of Contents
Foreword
Andrew Lian
Acknowledgment
Felicia Zhang, Beth Barber
Chapter 1
Gabriella Brussino, Cathy Gunn
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Chapter 2
Michael Fitze
This chapter reports on a comparative study of face-to-face (FTF) and written electronic (WE) conferences as pre-writing activities in the English... Sample PDF
Assessing the Benefit of Prewriting Conferences on Drafts
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Chapter 3
Joel Bloch, Cathryn Crosby
This chapter discusses the use of blogging in a beginning level academic writing course. Blogging was used in this writing course both as a means of... Sample PDF
Blogging and Academic Writing Development
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Chapter 4
Robert Ariew, Gulcan Erçetin, Susan Cooledge
This chapter introduces second language reading in hypertext/hypermedia environments. It discusses the development of a template to annotate reading... Sample PDF
Second Language Reading in Hypertext Environments
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Chapter 5
Leo Kam-hung Yu
The consciousness-raising approach to grammar teaching aims to provide opportunities for students to identify some grammatical components through... Sample PDF
Application of Online Questionnaires in Grammar Teaching
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Chapter 6
Diane Huot, France H. Lemonnier, Josiane Hamers
This chapter presents the key findings of a longitudinal study conducted with secondary school students over a period of five years to determine... Sample PDF
ICT and Language Learning at Secondary School
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Chapter 7
David Barr
This chapter reports on the results of a study undertaken to gauge what difference computer technology makes to grammar learning. Unlike other... Sample PDF
Computer-Enhanced Grammar Teaching
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Chapter 8
Luba V. Iskold
This study examines the effects of listening tasks performed by second-semester learners of Russian. Two video viewing conditions are investigated... Sample PDF
Research-Based Listening Tasks for Video Comprehension
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Chapter 9
Linda Jones
This study addresses the views of 9 students on the amount of invested mental effort (Salomon, 1983a) needed to effectively process multimedia... Sample PDF
Invested Mental Effort in an Aural Multimedia Environment
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Chapter 10
Kenneth Reeder, Jon Shapiro, Margaret Early, Maureen Kendrick, Jane Wakefield
This chapter describes the first year of research on the effectiveness of automated speech recognition (ASR) for ESL learners in the early school... Sample PDF
A Computer-Based Reading Tutor for Young Language Learners
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Chapter 11
Eva Lindgren, Marie Stevenson, Kirk P.H. Sullivan
In this chapter an instructional format, Peer-Based Intervention (PBI) using computer keystroke logging is investigated as a computer technology to... Sample PDF
Supporting the Reflective Language Learner with Computer Keystroke Logging
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Chapter 12
Jörg Roche, Julia Scheller
The present study is situated in the context of cognitive aspects of language processing as it focuses on the learning and teaching of grammar in... Sample PDF
Grammar Animations and Cognition
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Chapter 13
Hazel Morton, Nancie Davidson, Mervyn Jack
This chapter describes the design of a speech interactive CALL program and its evaluation with end users. The program, SPELL (Spoken Electronic... Sample PDF
Evaluation of a Speech Interactive CALL System
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Chapter 14
Maliwan Buranapatana, Felicia Zhang
This chapter reports on a study which evaluates the effect of a language teaching approach called the Somatically-Enhanced Approach (Zhang, 2006)in... Sample PDF
Pedagogy Meets Technology in the Somatically-Enhanced Approach
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Chapter 15
Xinchun Wang
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Training for Learning Mandarin Tones
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Chapter 16
Nattaya Puakpong
This chapter examines the effect of an individualized Computer-Enhanced Language Learning Listening Comprehension Program (MMExplore) on students’... Sample PDF
An Evaluation of a Listening Comprehension Program
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Chapter 17
Terence C. Ahern
Authentic experiences encourage the student to cognitively engage the content by actively trying to make sense and to integrate the experience. This... Sample PDF
CMC for Language Acquisition
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Chapter 18
Shannon Johnston
A task-based approach to e-mail provides a sound pedagogical orientation for real language interactions between learners and native speakers. The... Sample PDF
A Task-Based Design for Integrating E-Mail with FL Pedagogy
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Chapter 19
Margarita Vinagre, Maria Lera
In this chapter we analyze the role that error correction plays in fostering language development via e-mail tandem exchanges. In order to do so, we... Sample PDF
The Role of Error Correction in Online Exchanges
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Chapter 20
Stella K. Hadjistassou
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Emerging Feedback in Two Asynchronous ESL Writing Forums
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Chapter 21
Martina Möllering, Markus Ritter
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CMC and Intercultural Learning
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Chapter 22
Claudia Finkbeiner, Markus Knierim
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Developing L2 Strategic Competence Online
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Chapter 23
Faridah Pawan, Senom T. Yalcin, Xiaojing Kou
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Interventions and Student Factors in Collaboration
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Chapter 24
Rolf Kreyer
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Corpora in the Classroom and Beyond
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Chapter 25
Angela Chambers, Martin Wynne
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Sharing Corpus Resources in Language Learning
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Chapter 26
Terence Patrick Murphy
This chapter addresses the question of how to measure the student’s English as a second language (ESL) textual sophistication. It suggests that the... Sample PDF
The Texture of Inefficiently Self-Regulating ESL Systems
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Chapter 27
Hayo Reinders, Noemí Lázaro
This chapter discusses the results of a study into the use of technology in the specific pedagogical setting of self-access centers. As part of the... Sample PDF
Technology in Support of Self-Access Pedagogy
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Chapter 28
Stephen Alan Shucart, Tsutomu Mishina, Mamoru Takahashi, Tetsuya Enokizono
Unlike most CALL labs that are purchased from a vender and employ either generic or commercial CALL software and technologically untrained teachers... Sample PDF
The CALL Lab as a Facilitator for Autonomous Learning
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Chapter 29
Junichi Azuma
This chapter describes how the synthesized English speech sound generated by a commercial TTS engine (Pentax “VoiceText”) is utilized within a CALL... Sample PDF
Applying TTS Technology to Foreign Language Teaching
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Chapter 30
Yuko Kinoshita
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Using an Audio-Video Chat Program in Language Learning
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About the Contributors