Literaturnachweis - Detailanzeige
| Autor/in | Tatsuki, Donna |
|---|---|
| Institution | Kobe Univ. (Japan). Inst. of Economic Research. |
| Titel | Alleviating Comprehension Problems in Movies. Working Paper. |
| Quelle | (1999), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISSN | 0286-0295 |
| Schlagwörter | Auditory Perception; Auditory Training; English (Second Language); Foreign Countries; Foreign Language Films; Japanese; Language Proficiency; Language Skills; Listening Comprehension; Listening Skills; Second Language Instruction; Second Language Learning |
| Abstract | This paper describes the various barriers to comprehension that learners may encounter when viewing feature films in a second language. Two clusters of interfacing factors that may contribute to comprehension hot spots emerged from a quantitative analysis of problems noted in student logbooks. One cluster had a strong acoustic basis, whereas the other had a more cognitive or memory and attention basis. Acoustically-based misperceptions include the following: phonological misperception of consonant/vowel segments through addition/loss/substitution; misperception of proper nouns and foreign words and expressions; misperception based on loss, deletion, or substitution of entire syllables, especially if weakly stressed; faulty segmentation of word boundaries; phonological dialect or foreign accent difference; what the listener expects or does not expect the interlocutor to say; the listener's lack of information (or correct information) with respect to the topic under discussion; and the speaker's use of idiom or colloquialism. Among the suggestions for mitigating these barriers to understanding are pre-teaching foreign words, technical language, idioms, and colloquialisms; sensitizing learners to varieties of spoken English; encouraging the learners to reflect on what their assumptions are about the target film's genre and structure; and segmenting the film into scenes and then clustering and labeling the scenes according to learner generated analysis. (KFT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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