Leya 12.31

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Leya 12.31

  1. 1. The effects of viewing different subtitles of English cartoon videos on fifth graders’ listening ability in Taiwan Presenter: Leya Tsai Instructor: Dr. Pi-Ying Teresa Hsu December 31, 2009
  2. 2. Contents Introduction Literature Review Methodology I. II. III.
  3. 3. Introduction Research Questions Purpose of the Study Statement of Problems Research Background
  4. 4. Research Background Affective Filter Hypothesis acquisition anxiety (Krashen, 1982)
  5. 5. Research Background <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>
  6. 6. Statement of Problems <ul><li>English teachers should apply practical, </li></ul><ul><li>interesting and divers teaching methods </li></ul><ul><li>instead of inputting pressures on students. </li></ul><ul><li>(Department of Elementary Education, 2008) </li></ul>
  7. 7. Statement of Problems <ul><li>In elementary school stage, listening and </li></ul><ul><li>speaking ability are emphasized in </li></ul><ul><li>learning English. </li></ul><ul><li>(Department of Elementary Education, 2008) </li></ul>
  8. 8. Statement of Problems <ul><li>Few studies have been done to investigate the association between visual-audio videos and children’s English listening achievement . </li></ul>
  9. 9. Purpose <ul><li>to examine the effects of viewing English cartoons with English subtitle and without English subtitle on fifth graders’ listening ability in Taiwan </li></ul>
  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 difficulties while learning English through viewing cartoon videos? 3. How do students perceive learning English through viewing English cartoon videos? 2.
  12. 12. Literature Review Children’s Learning on Listening with Audio-Visual Aids Listening with Audio-Visual Aids Children’s Language Learning with the Use of Media Listening Problems
  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 Problems
  14. 14. Literature Review <ul><li>Media exposure time begins early and </li></ul><ul><li>increases until children enter school, drops </li></ul><ul><li>briefly, then climbs and peaks at almost eight </li></ul><ul><li>hours daily among eleven- and twelve-year-old. </li></ul><ul><li>(Roberts & Foehr, 2008) </li></ul>Children’s Language Learning with the Use of Media
  15. 15. Literature Review <ul><li>Early exposure to age-appropriate programs </li></ul><ul><li>designed around an educational curriculum </li></ul><ul><li>is associated with cognitive academic enhancement. </li></ul><ul><li>(Kirkorian, Wartella, & Anderson, 2008) </li></ul>Children’s Language Learning with the Use of Media
  16. 16. Literature Review <ul><li>Seeing the moving face of the talker </li></ul><ul><li>permits better detection of speech. Audio- </li></ul><ul><li>visual facilitation effect was abolished </li></ul><ul><li>while shifting the auditory component. </li></ul><ul><li>(Davis & Kim, 2004) </li></ul>Listening with Audio-Visual Aids
  17. 17. Literature Review <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>Children’s Learning on Listening with Audio-Visual Aids
  18. 18. Literature Review <ul><li>Using story schematic structure as a visual </li></ul><ul><li>strategy as a listening activity in </li></ul><ul><li>classroom increased students’ listening </li></ul><ul><li>comprehension. </li></ul><ul><li>(Ulper, 2009) </li></ul>Children’s Learning on Listening with Audio-Visual Aids
  19. 19. Methodology Procedure Instruments Materials Participants
  20. 20. Methodology 65 fifth graders Taichung Twice a week 3 months 5 videos <ul><li>ILTEA </li></ul><ul><li>Questionnaires </li></ul>Instruments Materials Duration Location Participants
  21. 21. Materials 1 st video
  22. 22. Materials 2 nd video
  23. 23. Materials 3 rd video
  24. 24. Materials 4 th video
  25. 25. Materials 5 th video
  26. 26. Instruments <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>Pre-test & Post-test
  27. 27. 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
  28. 28. Instruments Questionnaire 18. 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 19. 續上題 , 為什麼喜歡 / 不喜歡 ? 20. 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 21. 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
  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. Q: 這些是我的眼鏡 A: These are my glasses. Q: 那些是我的模型 A: Those are my models. Wrap Up Teach students vocabulary and sentence pattern. Activity II Viewing of the video (20 minutes) Activity I Have a short conversation about their lunch time. Warm Up robot 機器人 , clothes 衣服 , toy train 玩具火車 , glasses 眼鏡 , model 模型 Vocabulary These/Those are my __ N. __ 這些 / 那些 是我的 _ _N. __ Sentence Pattern Lesson Plan
  31. 31. Data Analysis <ul><li>Independent Sample T-test </li></ul>Is there any difference in the achievement level of the students’ listening comprehension between English subtitle group and non- subtitle group? 1.
  32. 32. Data Analysis <ul><li>Qualitative Descriptions </li></ul>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. Thanks for you listening !

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