Leya 3

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Leya 3

  1. 1. Presenter: Leya Tsai Instructor: Dr. Pi-Ying Teresa Hsu March 30, 2010 The effects of viewing different representations of English cartoon videos on Taiwanese fifth graders’ listening comprehension
  2. 2. Introduction Literature Review Methodology I. II. III. Contents
  3. 3. Research Questions Purposes of the Study Statement of the Problems Research Background Introduction
  4. 4. Research Background Affective Filter Hypothesis (Krashen, 1982) acquisition anxiety
  5. 5. <ul><li>The rate of young children’s time spending on TV increased to 96% in 2009. </li></ul><ul><li>(Lee, 2009) </li></ul><ul><li>Most of the students like the learning process and have positive attitude toward learning English through viewing cartoons. </li></ul><ul><li>(Yang, 2005) </li></ul>Research Background
  6. 6. <ul><li>Visual imagery training facilitated mean age of seven years students’ reading and listening comprehension. </li></ul><ul><li>(Center et.al, 1999) </li></ul>Statement of the Problems
  7. 7. <ul><li>With the provision of concrete visual or </li></ul><ul><li>manipulate representation, students’ recall </li></ul><ul><li>of a story events were apparently improved. </li></ul><ul><li>(Marley, Levin, & Glenberg, 2007) </li></ul>Statement of the Problems
  8. 8. <ul><li>Few studies have been done to investigate the association between visual-audio videos and children’s English listening comprehension. </li></ul>Statement of the Problems
  9. 9. <ul><li>to examine the effects of viewing English cartoons with English subtitle and without English subtitle on fifth graders’ listening comprehension </li></ul><ul><li>to explore the participants’ perception of learning English with the use of cartoon videos </li></ul>Purposes
  10. 10. Research Questions Is there any difference in the achievement level of the students’ listening comprehension between English subtitle group and non-subtitle group? 1.
  11. 11. Research Questions What are the students’ difficulties while viewing English cartoon videos with and without English subtitle? 3. How do students perceive learning English through viewing English cartoon videos? 2.
  12. 12. Children’s Listening Strategy with Audio-Visual Aids Listening Strategy with Audio-Visual Aids Children’s Language Learning with the Use of Media Listening Comprehension Literature Review
  13. 13. Literature Review <ul><li>intonation </li></ul><ul><li>personal factors </li></ul><ul><li>vocabulary </li></ul><ul><li>background knowledge </li></ul>(Goh, 2000 ; Graham, 2006) <ul><li>speed of delivery </li></ul>Listening Comprehension
  14. 14. Literature Review (Nunan, 2003 ) Listening Comprehension Bottom-Up Processing focusing on the details of the text text words grammar sound
  15. 15. Literature Review (Nunan, 2003 ) Listening Comprehension Top-Down Processing focusing on the background knowledge of the text text words grammar sound
  16. 16. <ul><li>Media exposure time begins early and increases </li></ul><ul><li>until children enter school, drops briefly, then </li></ul><ul><li>climbs and peaks at almost eight hours daily </li></ul><ul><li>among 11- and 12-year-old. </li></ul><ul><li>(Roberts & Foehr, 2008) </li></ul>Literature Review Children’s Language Learning with the Use of Media
  17. 17. <ul><li>Early exposure to age-appropriate programs </li></ul><ul><li>designed around an educational curriculum is </li></ul><ul><li>associated with cognitive academic enhancement. </li></ul><ul><li>(Kirkorian, Wartella, & Anderson, 2008) </li></ul>Literature Review Children’s Language Learning with the Use of Media
  18. 18. <ul><li>Seeing the moving face of the talker permits </li></ul><ul><li>better detection of speech. Audio-visual </li></ul><ul><li>facilitation effect was abolished while shifting </li></ul><ul><li>the auditory component. </li></ul><ul><li>(Davis & Kim, 2004) </li></ul>Literature Review Listening Strategy with Audio-Visual Aids
  19. 19. <ul><li>81 % of the students thought that viewing </li></ul><ul><li>videos had been helpful to their listening </li></ul><ul><li>comprehension than listening to text alone. </li></ul><ul><li>(Wilberschied & Berman, 2004) </li></ul>Literature Review Children’s Listening Strategy with Audio-Visual Aids
  20. 20. <ul><li>Using story schematic structure as a visual </li></ul><ul><li>strategy as a listening activity in classroom </li></ul><ul><li>increased students’ listening comprehension. </li></ul><ul><li>(Ulper, 2009) </li></ul>Literature Review Children’s Listening Strategy with Audio-Visual Aids
  21. 21. Procedure Instruments Materials Participants Methodology Data Analysis
  22. 22. Methodology 65 fifth graders Taichung Twice a week 3 months 5 videos <ul><li>YLE Test </li></ul><ul><li>Questionnaire </li></ul>Instruments Materials Duration Location Participants
  23. 23. Five videos Methodology
  24. 24. <ul><li>International Learning, Teaching and </li></ul><ul><li>Evaluation Agency (ILTEA) </li></ul><ul><li>20 questions </li></ul><ul><li>20 minutes </li></ul>Instruments Young Learners English Tests (YLE) Level I
  25. 25. Instruments 1. A: Is that green house Sam’s? B: No, it’s my house. A: Is Sam’s house orange? B: No, his house is purple. My house is orange. Listening Test
  26. 26. Instruments Questionnaire self-evaluation of the cartoon video learning 22 (Yang, 2005) 20 minutes individual background survey Second section First section Duration Questions
  27. 27. Questionnaire: First section <ul><li>你什麼時候開始學英語 ? </li></ul><ul><li>□ 幼稚園 □國小一年級 □國小二年級 □國小三年級 </li></ul><ul><li>□ 國小四年級 </li></ul>2. 你目前在校外有上額外的英語課程嗎 ? □ 有 □沒有 3. 你覺得你自己的英語程度 , 已經能聽懂下列哪個內容 ? □ 上課的課本 □簡單的對話 □短篇故事 □長篇故事 V V V Instruments
  28. 28. Questionnaire: Second section 19. 你對看英語卡通影片來學英語 , 這種學習方式的看法 □ 非常喜歡 □喜歡 □沒意見 □不喜歡 □非常不喜歡 20. 續上題 , 為什麼喜歡 / 不喜歡 ? 21. 你認為看英語卡通 , 對你的英語哪一方面幫助最大 ? □ 聽力 □閱讀 □認識單字 □口說能力 □其他 22. 你覺得在看英語卡通時 , 遇到的最大困難是什麼 ? ( 可複選 ) □ 沒有英文字幕使我看不懂 □講話速度太快 □ 對話中有我不懂的單字 □主角講話的語調使我不習慣 □ 其他 ( 請寫下原因 ) V V V V Instruments
  29. 29. Introducing vocabulary Introducing vocabulary 33 students 32 students Watching video without subtitle Watching video with English subtitle Procedure Experiment Group Control Group 20 minutes 5 minutes 20 minutes 5 minutes Pre-test Post-test
  30. 30. Lesson Plan Have some students answer questions about today’s lesson. e.g. Qestion: 你能告訴我關於可愛的外星人的事嗎 ? Answer: Can you tell me about the cute alien? Warp Up (1 minute) Teach students vocabulary and sentence pattern. Activity II (4 minutes) Viewing the video Activity I (20 minutes) Have a short conversation about their lunch time. Warm Up crystal 水晶 alien 外星人 bug 蟲 war 戰爭 destroyer 破壞者 Vocabulary Can you tell me about the N ? 你能告訴我關於 N 的事嗎 ? e.g. Can you tell me about the crystal ? 你能告訴我關於 水晶 的事嗎 ? Sentence Pattern Lesson Plan
  31. 31. <ul><li>Independent Sample T-test </li></ul>Data Analysis Is there any difference in the achievement level of the students’ listening comprehension between English subtitle group and non- subtitle group? 1.
  32. 32. <ul><li>Qualitative Descriptions </li></ul>Data Analysis How do students perceive learning English through viewing English cartoon videos? What are the difficulties while learning English through viewing cartoon videos? 2. 3.
  33. 33. Pilot Study 20 third through sixth graders Taichung Twice a week One month One video <ul><li>YLE Test </li></ul><ul><li>Semi-Structured interview </li></ul>Instruments Materials Duration Location Participants
  34. 34. Introducing vocabulary Introducing vocabulary 10 students 10 students Watching video without subtitle Watching video with English subtitle Pilot Study Experiment Group Control Group 15 minutes 5 minutes 15 minutes 5 minutes Pre-test Post-test
  35. 35. 20 questions 20 minutes Pre- & Post- Test Qs e,.g., 你對看英語卡通影片來學英語 , 這種學習方式的看法 ( 喜歡 / 不喜歡 )? 為什麼 ? Semi-structured interview Qs Pilot Study 20 questions 4 hours
  36. 36. Thank you for your listening!
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