Leya 3 30(2)
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Leya 3 30(2)

on

  • 381 views

 

Statistics

Views

Total Views
381
Views on SlideShare
381
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Leya 3 30(2) Presentation Transcript

  • 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. Introduction Literature Review Methodology I. II. III. Contents
  • 3. Research Questions Purposes of the Study Statement of the Problems Research Background Introduction
  • 4. Research Background Affective Filter Hypothesis (Krashen, 1982) acquisition anxiety
  • 5.
    • The rate of young children’s time spending on TV increased to 96% in 2009.
    • (Lee, 2009)
    • Most of the students like the learning process and have positive attitude toward learning English through viewing cartoons.
    • (Yang, 2005)
    Research Background
  • 6.
    • Visual imagery training facilitated mean age of seven years students’ reading and listening comprehension.
    • (Center et.al, 1999)
    Statement of the Problems
  • 7.
    • With the provision of concrete visual or
    • manipulate representation, students’ recall
    • of a story events was apparently improved.
    • (Marley, Levin, & Glenberg, 2007)
    Statement of the Problems
  • 8.
    • Few studies have been done to investigate the association between visual-audio videos and children’s English listening comprehension.
    Statement of the Problems
  • 9.
    • to examine the effects of viewing English cartoons with English subtitle and without English subtitle on fifth graders’ listening comprehension
    • to explore the students’ perception of learning English with the use of cartoon videos
    Purposes
  • 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. 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. 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. Literature Review
    • intonation
    • personal factors
    • vocabulary
    • background knowledge
    (Goh, 2000 ; Graham, 2006)
    • speed of delivery
    Listening Comprehension
  • 14. Literature Review (Nunan, 2003 ) Listening Comprehension Bottom-Up Processing focusing on the details of the text text words grammar sound
  • 15. Literature Review (Nunan, 2003 ) Listening Comprehension Top-Down Processing focusing on the background knowledge of the text text words grammar sound
  • 16.
    • Media exposure time begins early and increases
    • until children enter school, drops briefly, then
    • climbs and peaks at almost eight hours daily
    • among 11- and 12-year-old.
    • (Roberts & Foehr, 2008)
    Literature Review Children’s Language Learning with the Use of Media
  • 17.
    • Early exposure to age-appropriate programs
    • designed around an educational curriculum is
    • associated with cognitive academic enhancement.
    • (Kirkorian, Wartella, & Anderson, 2008)
    Literature Review Children’s Language Learning with the Use of Media
  • 18.
    • Seeing the moving face of the talker permits
    • better detection of speech. Audio-visual
    • facilitation effect was abolished while shifting
    • the auditory component.
    • (Davis & Kim, 2004)
    Literature Review Listening Strategy with Audio-Visual Aids
  • 19.
    • 81 % of the students thought that viewing
    • videos had been helpful to their listening
    • comprehension than listening to text alone.
    • (Wilberschied & Berman, 2004)
    Literature Review Children’s Listening Strategy with Audio-Visual Aids
  • 20.
    • Using story schematic structure as a visual
    • strategy as a listening activity in classroom
    • increased students’ listening comprehension.
    • (Ulper, 2009)
    Literature Review Children’s Listening Strategy with Audio-Visual Aids
  • 21. Procedure Instruments Materials Participants Methodology Data Analysis
  • 22. Methodology 65 fifth graders Taichung Twice a week 3 months 5 videos
    • YLE Test
    • Questionnaire
    Instruments Materials Duration Location Participants
  • 23. Five videos Methodology
  • 24.
    • International Learning, Teaching and
    • Evaluation Agency (ILTEA)
    • 20 questions
    • 20 minutes
    Instruments Young Learners English Tests (YLE) Level I
  • 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. Instruments Questionnaire self-evaluation of the cartoon video learning 22 (Yang, 2005) 20 minutes individual background survey Second section First section Duration Questions
  • 27. Questionnaire: First section
    • 你什麼時候開始學英語 ?
    • □ 幼稚園 □國小一年級 □國小二年級 □國小三年級
    • □ 國小四年級
    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. 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. 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. 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.
    • Independent Sample T-test
    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.
    • Qualitative Descriptions
    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. Pilot Study 20 third through sixth graders Taichung Twice a week One month One video
    • YLE Test
    • Semi-Structured interview
    Instruments Material Duration Location Participants
  • 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. 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. Thank you for your listening!