Presenter: Chaewon LimChung-Ang University

Accessibility

Mobility

Connectivity Learning?

Authenticity Segmentation

Re-listening

Multimedia

Visual Impact

MetacognitiveKnowledge

Captions& Subtitles

Listener Choices

Meta-technicalSkills

Tools

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)

Robin (2007): A Semi-recursive ActivityListening 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?

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.

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

Wilberschield and Berman (2004): PreparatoryVisual media can be used successfully to prepare learners for listening. Seo (2002): Metacognitive KnowledgeListeners supported by a visual are better able to activate top-down processing strategies than those who only listen. Ginther(2002):Content visuals in TOEFL CBTContent visuals slightly enhanced comprehension but that context visuals had a slightly debilitative effect on comprehension (Working Memory Capacity!!)

• 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.

Wagner (2007): Eye contact with the monitor69 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.

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.

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?

Hegelheimer and Tower (2004)Weaker learners- “repeat previous sentence and transcription” function (*negatively related to performance)Stronger learners- “aural repeat only” function Pujola (2002): Strategy useListeners of a global approach tended to use help options less…Stronger learners- tended to use the written help options to confirm comprehension..

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)

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

annotationsLearners 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…

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 transcriptionsWhen comprehension broke down, learners opted to consult the captions more frequently, for a longer time than the transcripts.

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…..

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).

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.

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 ).

http://www.voki.com

http://www.voxopop.com

Create your own podcasts!!http://www.podomatic.com

General EnglishLearn English Pod (British Council)http://learnenglish.britishcouncil.org/en/elementary-podcastsEnglish as a Second Language Podhttp://www.eslpod.com/website/show_all.php#

News CastVOA Podcasts for ESL learnershttp://www.manythings.org/voa/rss/NPRhttp://www.npr.org/rss/podcast/podcast_directory.php

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…

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)

Robin (2007) and Vanderplank (2010) suggest that the problem may not lie in the technology itself but in learner ability to apply the technology for efficient learning.

No Technology-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.

Authenticity Segmentation

Re-listening

Multimedia

Visual Impact

MetacognitiveKnowledge

Captions& Subtitles

Listener Choices

Meta-technicalSkills

Tools

Ms Nguyen’s Class…..Salaberry’s Questions

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)

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?

Authenticity Segmentation

Re-listening

Multimedia

Visual Impact

MetacognitiveKnowledge

Captions& Subtitles

Listener Choices

Meta-technicalSkills

Tools

Norris (2004)“All face-to-face Communication

Is multimodal…”Ms Nguyen’s Class…..Salaberry’s Questions

Ligorio (2001)“Different learners

prefer different modes”