Ch. 11 Listening for Multimedia Environment

1. Presenter: Chaewon Lim
Chung-Ang University

2. Accessibility
Mobility
Connectivity Learning?

3. Authenticity Segmentation
Re-listening
Multimed
ia
Visual Impact
Metacognitive
Knowledge
Captions
& Subtitles
Listener Choices
Meta-technical
Skills
Tools

4. Prediction
vocabulary
Mode 1
Non-stop playing
Re-listening
Mode 1
Mode 2
(Individual)
By fragments
▶ Replay Button
▶ Text Button
▶ Worksheet (New Words, Cultural knowledge, Notes- Goals)
Listener Choice (Ms Nguyen’s Class)

5.  Robin (2007): A Semi-recursive Activity
Listening is “inching its way closer to reading which is
fully recursive.”
 Salaberry (2001)
1. Is increased technological sophistication correlated
to increased effectiveness of L2 listening pedagogy?
2.Which technical attributes specific to new
technologies can be profitably maximized for L2
listening pedagogy?

6.  Mayer’s generative theory of multimedia learning
(2001, 2002)
Mixed modes of delivery (text, audio, and video) affect
cognitive processing for learning.
 Dual coding theory (Paivio, 1986)
Learning is facilitated when both verbal and non-verbal
processing reinforce each other.
 In sum, information presented in both audio and visual
modes together, when congruent, can lead to better
comprehension for L2 listening.

7.  Verdugo and Belmonte (2007)
“an internet-based technology”=> greater
comprehension gain than regular textbook-based
listening activities only
 Wagner (2008), Sueyoshi and Hardison (2005)
The importance of visual support, non-verbal
information (speaker’s face and gestures) as helpful
cues => kinesics

8.  Wilberschield and Berman (2004): Preparatory
Visual media can be used successfully to prepare
learners for listening.
 Seo (2002): Metacognitive Knowledge
Listeners supported by a visual are better able to
activate top-down processing strategies than those
who only listen.
 Ginther(2002):Content visuals inTOEFL CBT
Content visuals slightly enhanced comprehension but
that context visuals had a slightly debilitative effect
on comprehension (Working Memory Capacity!!)

9. • Coniam (2001)
A group listening to an audio-only version obtained
similar comprehension scores (Over 80 percent of
the video group felt that the video had not facilitated
comprehension).
 Issues in high-stakes tests
• Hernandez (2004)
Listeners with high spatial ability performed better
with visual support.

10.  Wagner (2007): Eye contact with the monitor
69 percent of the time average
-> 48 percent of the time (negative correlation with
overall listening comprehension..
-Weaker learners’ inclination to compensate for their
low linguistic competency
 Gruba (2004; 2007)
Visual info. has a differential impact on the audio info.

11. In sum, learners may not always benefit from the dual mode of
delivery (=too demanding or too distracting)
Questions about the value of adding visual are particularly acute
for listening assessment.
A key consideration is a close match between the content of the
images and the sound input, especially for learners of lower-
level proficiency.

12.  Hoven (1999): A distinct advantage of multimedia
environments- the choice and control available to
L2 learners
 Hulstijn’s (2003) listener choice:
a recording, a player, and a printed copy of text
But, listeners have a wide range of technological aids.
Research aims to explore
how learners use different help options;
what is the impact of a particular type?

13.  Hegelheimer andTower (2004)
Weaker learners- “repeat previous sentence and
transcription” function (*negatively related to
performance)
Stronger learners- “aural repeat only” function
 Pujola (2002): Strategy use
Listeners of a global approach tended to use help
options less…
Stronger learners- tended to use the written help
options to confirm comprehension..

14.  Roussel (2008), Roussel, Rieussec,Tricot, and
Nespoulous (2006): Computer tracking
High-proficiency listeners- an initial global listen
followed by a detailed listen with frequent pauses and
short rewinds (#1)
Low-proficiency listeners- one detailed, erratic listen
with many rewinds but no global listen (#4)

15.  Zhao (1997):The speed of listening
Listeners performed better on a comprehension task
when having control over speech rate and repetition.
 Jones and Plass (2002): Pictorial vs. Written
annotations
Learners acquired more vocabulary and recalled the
text better with the help of both pictorial and written
annotations.
Cf> Jones (2004): learners using written annotations
remembered vocabulary better on a written test…

16.  Smidt and Hegelheimer (2004): Web-delivered
ESL lectures
Incidental vocabulary learning occurred based on
consultation of the slides and transparencies rather
than the lecture.
 Grgurovic and Hegelheimer (2007): Optional use
of captions and transcriptions
When comprehension broke down, learners opted to
consult the captions more frequently, for a longer
time than the transcripts.

17.  Don Kim- It all depends!!! In the metacognitive
approach, introducing the transcripts at the last
stage is important, which means that we should
follow procedures starting from no subtitles->
problem-solving-> subtitles to final listen with no
subtitles.
 Jihyeon- I think it is helpful for not only listening
skill but also speaking skill…..

18.  Markham, Peter, and McCarthy (2001)
Effect of different types of captions on the
comprehension in L2 (Spanish): L1 captions only-> L2
captions only -> no captions
 Guichon and McLornan (2008)
The subtitle groups obtained the highest scores on the
comprehension measures (L2 subtitle group scoring
slightly higher with more accurate vocabulary use).

19.  Winke, Gass, and Sydorenko (2010)
- Listeners who saw the video twice with captions
performed better on written and oral vocabulary tests
(than “only once”).
- Ordering effects: using captions during a first listen
- More beneficial for learners of Russian and Spanish
compared with Chinese and Arabic
-There were no differences across different
proficiency groups.

20. It is clear that the use of L2 captions and subtitles can lead to
better word identification and vocabulary learning!! (word
segmentation skills)
It is not clear whether improved comprehension is a result of
listening or reading. (Incorrect decoding can cause
misunderstanding)
Learners need to learn to rely on the acoustic signal and
contextual factors to process what they hear (Authentic, real-
life listening ).

21. http://www.voki.com
http://www.voxopop.com

22.  Create your own podcasts!!
http://www.podomatic.com
 General English
Learn English Pod (British Council)
http://learnenglish.britishcouncil.org/en/elementary-
podcasts
English as a Second Language Pod
http://www.eslpod.com/website/show_all.php#
 News Cast
VOA Podcasts for ESL learners
http://www.manythings.org/voa/rss/
NPRhttp://www.npr.org/rss/podcast/podcast_directory.php

24.  Podcasts are audio or video files published via the
internet, providing out-of-class possibilities for L2
listening practice and instruction (McMinn, 2010)
 O’Bryan and Hegelheimer (2007)
Teachers report extension of class time while learners
report acquiring new note-taking tips and useful
lecture cues.
 Vandergrift, Weinberg, and Knoerr (2010)
A small increase on the Planning and Evaluation
factor of the MALQ…

25. Yanguas (2010): video CMC vs. audio CMC vs. Face-
to-Face Communication
- Comprehension: FTF (70)->Video(64) -> Audio (45)
-The benefits of kinesics in facilitating
comprehension
- Interactive L2 listening instruction (Reception
strategies such as confirmation and back-
channelling)

26. Robin (2007) andVanderplank (2010) suggest that the problem
may not lie in the technology itself but in learner ability to apply
the technology for efficient learning.
NoTechnology-Driven Pedagogy!!
The difference between teacher-assisted viewing and
computer-based individual viewing was “self-efficacy”
Teachers need to advise and enable learners to use the available
raw electronic resources according to individual learning styles.

27. Authenticity Segmentation
Re-listening
Multime
dia
Visual Impact
Metacognitive
Knowledge
Captions
& Subtitles
Listener Choices
Meta-technical
Skills
Tools
Ms Nguyen’s Class…..
Salaberry’s Questions

28. Prediction
vocabulary
Mode 1
Non-stop playing
Re-listening
Mode 1
Mode 2
(Individual)
By fragments
▶ Replay Button
▶ Text Button
▶ Worksheet (New Words, Cultural knowledge, Notes- Goals)
Listener Choice (Ms Nguyen’s Class)

29.  Salaberry (2001)
1. Is increased technological sophistication correlated
to increased effectiveness of L2 listening pedagogy?
2.Which technical attributes specific to new
technologies can be profitably maximized for L2
listening pedagogy?

30. Authenticity Segmentation
Re-listening
Multime
dia
Visual Impact
Metacognitive
Knowledge
Captions
& Subtitles
Listener Choices
Meta-technical
Skills
Tools
Norris (2004)
“All face-to-face Communication
Is multimodal…”
Ms Nguyen’s Class…..
Salaberry’s Questions
Ligorio (2001)
“Different learners
prefer different
modes”