Transcript Trainer 1.3: Implementing the Web-Based ... · Transcript Trainer 1.3: Implementing the...

Transcript Trainer 1.3: Implementing the Web-Based Transcription Tool as a Powerful Language Skills Enhancer

Yunjung KimJee In Kim

DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER

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Table of Contents

§ Background- A Revisited Anecdote: making the case for transcription/dictation training- Literature Review: changing perceptions of the value of transcription/dictation

§ Transcript Trainer 1.3- Development- Features/Functions- Hands-on Demonstration- Students’ Feedback


“An excessive focus on meaning will not necessarily solve the listening comprehension.” (Wilson, 2003)


Anecdote -Tech Sergeant’s Deadlock

Problem Recommendation

HFMVShort LC clips

Tech Sergeant 김OO

10 year career as a Korean linguist

Failing DLPT LC scores(1+/intermediate high)

Solution

?


Literature Review: Transcription/Dictation

• is defined as decoding the sounds of [language] and recoding them in writing (Davis and Rinvolucri, 1988)

• is uncommunicative; is not a teaching device; does not measure listening comprehension skills (in 50’s & 60’s)

• is a helpful language teaching technique (Brown and Barnard, 1975; Ong, 1977; Speer, 1980; Morris, 1983; Keh, 1989)


Literature ReviewTranscription/Dictation

• reveals the learners’ overall language proficiency - comprehension, meaning, structural, spelling (Morris, 1983)

• has high correlations with language proficiency(Stansfield, 1985)

• can elicit the skills of listening comprehension, writing, and understanding grammar and structure (Fisher, 2001)


Literature Review:Transcription/Dictation

• gives students the opportunity to notice features of pronunciation, linking and elision as well ascommonly made mistakes …to become better at identifying errors in their own written work (Lightfoot, 2007)

• is a valuable language-focused teaching and learning technique; can help students to diagnose and correct grammatical errors(Nation, 2009)


Transcript Trainer 1.3

A web-based transcription tool developed by Defense Language Institute

https://ltea.dliflc.edu/stt/


Features

• Self-paced (allows speed adjustment & loop).• 18 Units are organized according to topics. In

each unit, there are about 400 audio cuts of short sentences (studio recordings).• Provides feedback indicating which part of the

transcription is incorrect up to two times, then eventually provide the correct answer.• The typed transcription can be printed or

saved as PDF.


Feedback Questions

1. Do you prefer this online transcription activity over the traditional dictation? If so, why?

2. How did this activity help you to lay the linguistic foundations?

3. What suggestions do you have for improving the tool or transcription activity?


Transcript Trainer 1.3 vs. Traditional Dictation

1. At their own pace• “It’s very efficient and I can do it at my own pace.” • “This lets you replay and change the speed of the sound

file as much as needed, which I like.”• “It’s easy to isolate certain sounds and see differences in

how to different things are pronounced by rewindingand playing again.”

• “I feel less judged for a simple mistake and can do itwithout other students interrupting.”



2. Immediate feedback• “This activity gives instant feedback which is hard to

get in a classroom environment.”• “This tool is good for listening and spelling. It gives

very quick feedback by informing you of misspellings and spacing errors.”

• “The tool allows one to weed out spelling errors quickly without the need of time consuming discussions which can increase volume of material covered.”



3. Exposed to speakers other than teachers• “I prefer this because it is not a voice I am used to

hearing.”• “Listening to the teacher is good, but at this point we are

used to the cadence of their speech. So being exposed to others is helpful.”

• “I like this form of training more because it utilizes a multitude of speakers with unique accents that differ from that of our teachers.”


How the Transcript Trainer 1.3 worked to lay the linguistic foundations

1. Spelling• “It helps me to be aware of the differences

between how a word is written vs. how it is pronounced.”

• “This program helps mostly with my spelling of loan words and spacing.”

• “It helps with pronunciation, especially for words that are pronounced differently than that are spelled.”



2. Sound discrimination• “It helps a lot with sound discrimination. I can hear how

the words sound when they are used in actual sentences. It also helps with reviewing spelling with ㅐ/ㅔ.”

• “I found this program to help me better understand when people were not speaking clearly some sounds become completely different when presented orally versus what I would think based on the rules I have listened to so far.”

• “It helps me identify the sounds that native speakers blend together.”



3. Spacing• “It’s definitely given me a better sense of spacing

which I apply when writing/typing.”• “Spacing was one of the most common mistakes

that transcript trainer helped me with.”• “It forces me to pay more attention to spelling

and spacing and provides more immediate feedback.



4. Better understanding of grammar & listening comprehension• “It helps me with learning how the sentence

structures should be.”• “It greatly improves my listening comfort and

comprehension while also helping cement vocabulary words and their correct pronunciation. It also helps learn the grammar structure.


Students’ Suggestions

1. Translation check• “Having a translation file to compare to would be

helpful.• “Perhaps include multiple choice option for

translating, so that we can check our answers.”• “It would be beneficial to add a way to check the

translation, however, the website would probably only accept one answer which wouldn’t work.”


Students’ Suggestions

2. Authentic materials and diverse speakers• “More authentic materials and people reading at a

slower speed than usual.”• “More speakers for each sentence.”


References

Alkire, S. (2007). Dictation as a Language Learning Device. Retrieved from http://iteslj.org/Techniques/Alkire-Dictation.html.

Fisher, M. C. (2001). Dictation: What and How Students Learn from It. AYMAT Individual Thesis/ SMAT IPP Collection. Paper: 458.

Lightfoot, A. (2007). Using dictation. Retrieved from https://www.teachingenglish.org.uk/article/using-dictation.

Morris, S. (1983). Dictation: A technique in Need of Reappraisal, ELT Journal, Volume 37/2, April.

Nation, I. S. O. (2009). Teaching ESL/EFL Listening and Speaking. New York: Routledge Publisher.


Questions?

Thank you very much!

Contact information:[email protected]

[email protected]

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