The Effect of Visual Strategies on Textual Structures in Listening Process to Comprehension Level of the Listeners Present...
Ulper, H. (2009). The effect of visual strategies on textual structures in listening process to comprehension level of the...
Contents Reflection Introduction Methodology Results Conclusion 1 2 3 4 5
Introduction <ul><li>In the story reading process, creating  </li></ul><ul><li>awareness on the schematic structure  of </...
Introduction <ul><li>Using  visual materials  in comprehension </li></ul><ul><li>process is important. </li></ul><ul><li>(...
Purpose <ul><li>to investigate the effect of the </li></ul><ul><li>schematic structure of story texts  as a  </li></ul><ul...
Schematic Structure Formal  schema Linguistic  schema Structural characteristics of the text Background and world knowledg...
Methodology 99 6th grade  primary students Turkey 5-hour course Control group experimental design Story texts Material Met...
Methodology <ul><li>Participants: </li></ul>26 students Control group 38 students Experiment  group 1 35 students Experime...
Methodology <ul><li>Materials: two story texts </li></ul>number of the words (about 552-553 words) being works of the same...
Procedure Traditional  approach Control  group Teaching activities  about schematic  structure of story   Experiment  grou...
Pre-test  researcher Control  group Experiment  group 1 Experiment  group 2 Reading  the story Interpretation Qs & Literal...
Post-test Listening to  the story Q/A Experiment  group 1 Experiment  group 2 Listening to  the story A slide showing  sch...
Methodology Interpretation  questions <ul><li>What kind of a person is the main character? Why? </li></ul><ul><li>How else...
Results There is  a significant difference  in the  achievement level of the students’ listening  comprehension between th...
Results There is a  significant difference  in the  achievement level of the students’ listening  comprehension between th...
Results There is  no significant difference  in the  achievement level of the students’ listening  comprehension between t...
Conclusion <ul><li>The use of  story schematic structure  as </li></ul><ul><li>a visual strategy as a listening activity  ...
Reflection <ul><li>What does the schematic structure look  </li></ul><ul><li>like  </li></ul><ul><li>The same treatment in...
Reflection <ul><li>Is five-hour course enough for students to </li></ul><ul><li>develop awareness of schematic structure  ...
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Leya 10.15

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Leya 10.15

  1. 1. The Effect of Visual Strategies on Textual Structures in Listening Process to Comprehension Level of the Listeners Presenter: Leya Tsai Instructor: Dr. Pi-Ying Teresa Hsu October 15, 2009
  2. 2. Ulper, H. (2009). The effect of visual strategies on textual structures in listening process to comprehension level of the listeners. Procedia Social and Behavioral Sciences, 1, 568-574.
  3. 3. Contents Reflection Introduction Methodology Results Conclusion 1 2 3 4 5
  4. 4. Introduction <ul><li>In the story reading process, creating </li></ul><ul><li>awareness on the schematic structure of </li></ul><ul><li>the stories has positive effects on </li></ul><ul><li>comprehending the texts. </li></ul><ul><li>( Bozkurt, 2005) </li></ul>
  5. 5. Introduction <ul><li>Using visual materials in comprehension </li></ul><ul><li>process is important. </li></ul><ul><li>(Linda & Plass, 2002) </li></ul>
  6. 6. Purpose <ul><li>to investigate the effect of the </li></ul><ul><li>schematic structure of story texts as a </li></ul><ul><li>visual strategy on comprehension </li></ul>
  7. 7. Schematic Structure Formal schema Linguistic schema Structural characteristics of the text Background and world knowledge Vocabulary, grammar, word phrase Content Schema
  8. 8. Methodology 99 6th grade primary students Turkey 5-hour course Control group experimental design Story texts Material Method Duration Location Participants
  9. 9. Methodology <ul><li>Participants: </li></ul>26 students Control group 38 students Experiment group 1 35 students Experiment group 2
  10. 10. Methodology <ul><li>Materials: two story texts </li></ul>number of the words (about 552-553 words) being works of the same author the amount of unknown vocabulary Criteria of the stories equality of the reading period (about 10 minutes) The appropriateness of the theme to the background knowledge of the students
  11. 11. Procedure Traditional approach Control group Teaching activities about schematic structure of story Experiment group 1 Teaching activities about schematic structure of story Experiment group 2 Pre-test Post-test
  12. 12. Pre-test researcher Control group Experiment group 1 Experiment group 2 Reading the story Interpretation Qs & Literal text Qs
  13. 13. Post-test Listening to the story Q/A Experiment group 1 Experiment group 2 Listening to the story A slide showing schematic structure Listening to the story Handout including schematic structure Q/A Q/A Control Group
  14. 14. Methodology Interpretation questions <ul><li>What kind of a person is the main character? Why? </li></ul><ul><li>How else should the story end? </li></ul>Literal text questions <ul><li>What is the title of the </li></ul><ul><li>story? </li></ul><ul><li>Where does the events </li></ul><ul><li>take place? </li></ul>Instrument
  15. 15. Results There is a significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group 1.
  16. 16. Results There is a significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group 2.
  17. 17. Results There is no significant difference in the achievement level of the students’ listening comprehension between the experiment group 1 and experiment group 2.
  18. 18. Conclusion <ul><li>The use of story schematic structure as </li></ul><ul><li>a visual strategy as a listening activity </li></ul><ul><li>increased listening-comprehension </li></ul><ul><li>level of the students. </li></ul>
  19. 19. Reflection <ul><li>What does the schematic structure look </li></ul><ul><li>like </li></ul><ul><li>The same treatment in experiment group </li></ul><ul><li>1 and 2 </li></ul>No samples ? ?
  20. 20. Reflection <ul><li>Is five-hour course enough for students to </li></ul><ul><li>develop awareness of schematic structure </li></ul><ul><li>of stories </li></ul><ul><li>Different ways of test in post-test </li></ul>? ?
  21. 21. Thank you !

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