Literaturnachweis - Detailanzeige
Autor/in | Li, Chen-Hong |
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Titel | A Comparative Study of Video Presentation Modes in Relation to L2 Listening Success |
Quelle | In: Technology, Pedagogy and Education, 25 (2016) 3, S.301-315 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1475-939X |
DOI | 10.1080/1475939X.2015.1035318 |
Schlagwörter | Foreign Countries; Comparative Analysis; Video Technology; English (Second Language); Second Language Learning; Listening Comprehension; Mixed Methods Research; Advance Organizers; Prior Learning; Audiovisual Aids; College Students; Multiple Choice Tests; Listening Comprehension Tests; Student Surveys; Focus Groups; Instructional Effectiveness; Second Language Instruction; Preferences; Student Attitudes; Taiwan Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hörverständnis; Lernmaterial; Vorkenntnisse; Audiovisuelles Medium; Collegestudent; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Hörverstehensübung; Schülerbefragung; Unterrichtserfolg; Fremdsprachenunterricht; Schülerverhalten |
Abstract | Video comprehension involves interpreting both sounds and images. Research has shown that processing an aural text with relevant pictorial information effectively enhances second/foreign language (L2) listening comprehension. A hypothesis underlying this mixed-methods study is that a visual-only silent film used as an advance organiser to activate learner prior knowledge, followed by a subsequent full audiovisual presentation (V?V+A), yields the most facilitative effect on L2 learner video comprehension compared with a full audiovisual presentation (V+A) and a visual-only silent film presentation followed by audio-only narration (V?A). The authors showed a video to 124 intermediate L2 English university-level students in Taiwan, and measured their video comprehension using a multiple-choice listening test. They also conducted a survey and a focus group discussion to provide a more comprehensive analysis. The results show the V?A Group was substantially lower in video comprehension performance; the results of the V?V+A Group, however, did not differ substantially from those of the V+A Group. Although the results failed to confirm the hypothesis that a visual-only silent film showing followed by a full audiovisual presentation would be most effective in facilitating video comprehension, the L2 learner preference for and positive response to such a viewing experience contributes to L2 listening pedagogy. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |