Leya 11.26

238
-1

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
238
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Leya 11.26

  1. 1. Presenter: Leya Tsai Instructor: Dr. Pi-Ying Teresa Hsu November 26, 2009 Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class
  2. 2. <ul><li>Wilberschied, L., & Berman, M. P. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37 (4), 534-540. </li></ul>
  3. 3. Contents Introduction 1 Introduction Methodology 2 Results 3 Conclusion 4 Reflection 5
  4. 4. Introduction <ul><li>It is material introduced in advance of the </li></ul><ul><li>learning material itself and used to facilitate </li></ul><ul><li>establishing a meaningful learning set. </li></ul>Advance Organizer
  5. 5. Introduction <ul><li>Effective advance organizers for videos has </li></ul><ul><li>key vocabulary, scripts, verbal description of </li></ul><ul><li>major scenes, and cultural background cues. </li></ul><ul><li>(Caplan, 2002) </li></ul>
  6. 6. Purpose <ul><li>to investigate the use of two types of advance organizers on listening comprehension of Foreign Language in Elementary Schools students </li></ul>
  7. 7. Methodology 61 students in a Foreign Language in an Elementary School A Midwestern city 3 months for each set <ul><li>Listening comprehension test </li></ul><ul><li>Midpoint survey </li></ul><ul><li>Student interview </li></ul>14 video clips Materials Data Collection Duration Location Participants
  8. 8. Methodology Participants 5 10 5 th graders 1 9 5 th graders 2 & 3 4 & 5 2 nd & 3 rd graders 5 16 5 th graders 3 17 3 rd graders Years of FLES Chinese Study Number of Students First Set Second Set
  9. 9. Procedure e.g., predicting relevant terms, introducing unfamiliar cultural background knowledge Warm-up session First 7 videos: Watching for 5 minutes Each clip twice Last 7 videos: Watching for 11-13 minutes Each clip once Video watching Advance organizer Activities
  10. 10. Methodology Control group Experiment group Reading written description Reading written description with color photos taken from the video Attaching photos to the corresponding word and sentence description
  11. 11. Materials 14 video clips News Class Cartoon Preview Weather Report Commercial Documentary Cartoon 8~14 7 6 5 4 3 1~2 Genre Video
  12. 12. Materials Cartoon: Monkey King News: Snow tiger from Germany bears 3 sons in GuangZhou
  13. 13. Instrument <ul><li>Four or five Qs </li></ul><ul><li>Count for 6o% of the total score </li></ul>Comprehension Test Multiple-choice Qs Essay/story retelling <ul><li>Drawings were allowed. </li></ul><ul><li>Count for 40% of the </li></ul><ul><li>total score </li></ul>
  14. 14. Results N Word Description & Photo Word Description Only t P Effect Size Significance 3 rd grade 5 th grade 22 35 50.81 58.66 44.60 53.49 2.177 2.156 0.0485 0.0504 0.297 0.134 0.024 0.025 P=0.05 T-test & Effect Size Analysis For 3 rd graders, there is a significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group .
  15. 15. Results N Word Description & Photo Word Description Only t P Effect Size Significance 3 rd grade 5 th grade 22 35 50.81 58.66 44.60 53.49 2.177 2.156 0.0485 0.0504 0.297 0.134 0.024 0.025 P=0.05 T-test & Effect Size Analysis For 5 th graders, there is a borderline significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group .
  16. 16. Results N Word Description & Photo Word Description Only t P Effect Size Significance 3 rd grade 5 th grade 22 35 50.81 58.66 44.60 53.49 2.177 2.156 0.0485 0.0504 0.297 0.134 0.024 0.025 P=0.05 T-test & Effect Size Analysis <ul><li>Effect sizes are medium to large. </li></ul><ul><li>The level of difficulty of the text or genre of some </li></ul><ul><li>videos </li></ul>
  17. 17. Results Midpoint Survey With pictures 90% Without pictures 5% Other 5% 5. What type of advance organizer would be most helpful? 4. Do you think the advance organizer helped you? 71 29 3. Has viewing videos been helpful to your learning of Chinese? 81 19 2. Do you like the organizer-aided video listening activities? 71 29 1. If a Chinese TV channel were available to you at home, would you watch it? If yes, how long? 76 24 (64% said more than an hour a day) Question Yes % No %
  18. 18. Results A What is the easiest part of studying Chinese for you? Q Watching movies was the easiest and favorite part of studying Chinese. Interviews
  19. 19. Results A Q What makes it easier to learn Chinese for you? Seeing pictures , trying to translate from the organizer sheet , and using the looking guide made learning Chinese easier. Interviews
  20. 20. Conclusion <ul><li>Younger students who were less proficient in </li></ul><ul><li>the foreign language benefited most from </li></ul><ul><li>this type of visual support. </li></ul>
  21. 21. Conclusion <ul><li>Using authentic pictures taken from video </li></ul><ul><li>provides accurate clues to the video content, </li></ul><ul><li>therefore enhancing listening </li></ul><ul><li>comprehension significantly. </li></ul>
  22. 22. Reflection <ul><li>Sample size is small. </li></ul><ul><li>Students’ years of FLES Chinese study are different. </li></ul>
  23. 23. <ul><li>Did not show examples of listening </li></ul><ul><li>comprehension test. </li></ul><ul><li>The length of each video is not enough. </li></ul>Reflection
  24. 24. Thank you!
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×