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Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
Comprehending news videotexts 1130
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Comprehending news videotexts 1130

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  • 1. Comprehending news videotexts: the influence of the visual contentNumber : 10122611Name : RickieInstructor : Teresa, HsuDate : Dec.03 1
  • 2. ContentⅠ IntroductionⅡ Literature reviewⅢ MethodologyⅣ Result & ConclusionⅤ Reflection 2
  • 3. CitationCross, J. (2011).Comprehending newsvideotexts: the influence of the visual content.Language Learning & Technology, 15(2), 44-68. 3
  • 4. Introduction 4
  • 5. Definition of termsCGT: computer-generated text.CGA: computer-generated animation.MM : multimedia. 5
  • 6. Background This study is based onPaivio’s(1971,1990,2007) dual codingtheory and this theory provides a coherentaccount of how separate verbal andnonverbal psychical representations arecollectively processed. 6
  • 7. Four-category coding systemClose-up shots of the Semantic equivalencehead and upper body between aural and of reporters visual information Talking head DirectReferring to audio and Referring to audio and visual content has visual content is partial semantic unrelated or possibly redundancy contradictory Indirect Divergent 7
  • 8. Purpose This study is aim to examine the manner of influence ofthe audiovisual content on learners’ comprehension, excerptsof dialogue from each pair were cross-referenced to therelevant shots. L1 L2 8
  • 9. Literature review 9
  • 10. Literature review Movies and music videos are at the less-structuredend of the continuum, while news, talk shows, andsoap operas are notably tightly structured incontrast. (Meinhof, 1998) 10
  • 11. Literature reviewUtilized her coding system to good effect inexamining a sample of Dutch news videotexts, andsummarized in writing the visual content of shots andthe concurrent verbal content, and noted the durationin seconds for each shot. (Walma van der Molen, 2001) 11
  • 12. Literature review Identified seven aspects related to the role of visual information. (Gruba, 2004)1.Listeners utilize visual elements to identify text type.2.Listeners may utilize decoded written text to form an initial macrostructure.3.Listeners may utilize visual elements to generate a number of tentativehypotheses.4.Listeners may utilize visual elements to confirm an emerging interpretation.5.The presence of a visual element may help listeners narrow an interpretationfrom amongst other plausible meanings.6.Visual elements may confuse or hinder interpretation.7.At times, visual elements add little to the development of a macrostructure. 12
  • 13. Methodology 13
  • 14. Participants• Twenty EFL female learners studying at a language school in central Japan. TO 22 years old 55 years old 14
  • 15. PROCEDURE Five Each lesson Quantified their 90-minute audiovisualBBC news factors UsingMolen’s four- For five weeks Each lesson 90-category dual minute coding system 15
  • 16. Table 1.Examples of the four coding category in Basra Deaths. 16
  • 17. 17
  • 18. .Table 3 The types of visual content and their distribution inseconds as a percentage for each of the five news videotexts. 18
  • 19. 19
  • 20. 20
  • 21. . 21
  • 22. 22
  • 23. 23
  • 24. ResultSeveral learners’ reports reflected that they felt visual content inTalking head shots provided little of semantic value to facilitate theirunderstanding, and thus they tended to direct their attention to thecontiguous aural content. 24
  • 25. ResultDivergent is that, although other segments contained disparate audioand visual content, the storyline of the audio and the associated visualimages were related to previous segments in the news videotext. 25
  • 26. Implication for pedagogyJeremy Cross(2011) Such aspects need to be made explicit to learners if they are to better deal with the audiovisual vagaries of news videotexts For achieving, is to present learners with a range of part and ask them to compare and discuss the transcript of the aural content with the visuals they see. 26
  • 27. Conclusion Talking seemed to have little influence on head comprehension. Direct was typically facilitative of comprehension. reflected in the hand gestures of theIndirect reporter and in standard scenes seemed particularly problematic whenDivergent it was notably incongruous with the evolving news videotext storyline. 27
  • 28. Conclusion This study identified and examined the various audiovisual characteristics of (BBC) news videotexts. The analysis revealed other influences of the visual content on comprehension such as its role in assiting comprehension. 28
  • 29. Limitation There is a need for L2 listening pedagogy to offer more Implications for using news videotext in future. 29
  • 30. Reflection Dual coding theory supply a useful and reliable perspective for explaining possible reasons through the visual content of news videotexts in listener’s learning process. 30

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