A Comparative Study of Video Presentation Modes in Relation to L2 Listening Success

Autor/in	Li, Chen-Hong
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01