leya 3 30(2)
TRANSCRIPT
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Presenter: Leya TsaiInstructor: Dr. Pi-Ying Teresa HsuMarch 30, 2010
The effects of viewing different representations of Englishcartoon videos on Taiwanese fifth graders’ listening comprehension
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Introduction
Literature Review
Methodology
I.I.
II.II.
III.III.
Contents
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Research Questions
Purposes of the Study
Statement of the Problems
Research Background
Introduction
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Affective Filter Hypothesis
(Krashen, 1982)
Research Background
acquisition
anxiety
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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
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Visual imagery training facilitated mean age of
seven years students’ reading and listening
comprehension.
(Center et.al, 1999)
Statement of the Problems
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With the provision of concrete visual or
manipulate representation, students’ recall
of a story events were apparently improved.
(Marley, Levin, & Glenberg, 2007)
Statement of the Problems
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Few studies have been done to investigate
the association between visual-audio videos
and children’s English listening
comprehension.
Statement of the Problems
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to examine the effects of viewing English
cartoons with English subtitle and without
English subtitle on fifth graders’ listening
comprehension
to explore the participants’ perception of
learning English with the use of cartoon
videos
Purposes
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Is there any difference in the achievement
level of the students’ listening comprehension between English subtitle group and
non-subtitle group?
1.
Research Questions
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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.
Research Questions
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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
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intonation
personal factors
vocabulary background knowledge
(Goh, 2000 ; Graham, 2006)
speed of delivery
Listening ComprehensionListening ComprehensionListening ComprehensionListening Comprehension
Literature Review
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(Nunan, 2003 )
Listening ComprehensionListening ComprehensionListening ComprehensionListening Comprehension
Bottom-Up Processing
focusing on the details of the text
Literature Review
text
words grammar sound
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(Nunan, 2003 )
Listening ComprehensionListening ComprehensionListening ComprehensionListening Comprehension
Top-Down Processing
focusing on the background knowledge of the text
Literature Review
text
words grammar sound
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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)
Children’s Language Learning Children’s Language Learning
with the Use of Mediawith the Use of Media
Children’s Language Learning Children’s Language Learning
with the Use of Mediawith the Use of Media
Literature Review
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Early exposure to age-appropriate programs
designed around an educational curriculum is
associated with cognitive academic
enhancement.
(Kirkorian, Wartella, & Anderson, 2008)
Children’s Language Learning Children’s Language Learning
with the Use of Mediawith the Use of Media
Children’s Language Learning Children’s Language Learning
with the Use of Mediawith the Use of Media
Literature Review
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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)
Listening Strategy with Audio-Visual AidsListening Strategy with Audio-Visual AidsListening Strategy with Audio-Visual AidsListening Strategy with Audio-Visual Aids
Literature Review
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81 % of the students thought that viewing
videos had been helpful to their listening
comprehension than listening to text alone.
(Wilberschied & Berman, 2004)
Children’s Listening Strategy Children’s Listening Strategy
with Audio-Visual Aidswith Audio-Visual Aids Children’s Listening Strategy Children’s Listening Strategy
with Audio-Visual Aidswith Audio-Visual Aids
Literature Review
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Using story schematic structure as a visual
strategy as a listening activity in classroom
increased students’ listening comprehension.
(Ulper, 2009)
Children’s Listening Strategy Children’s Listening Strategy
with Audio-Visual Aidswith Audio-Visual Aids Children’s Listening Strategy Children’s Listening Strategy
with Audio-Visual Aidswith Audio-Visual Aids
Literature Review
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Procedure
Instruments
Materials
Participants
Methodology
Data Analysis
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Participants
Location
Duration
Materials
Instruments
65 fifth graders
Taichung
Twice a week3 months
5 videos
1. YLE Test2. Questionnaire
Methodology
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Five videos
Methodology
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International Learning, Teaching and
Evaluation Agency (ILTEA)
20 questions
20 minutes
Young Learners English Tests (YLE) Level I
Instruments
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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
Instruments
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Questions
Duration
First section
Second section
Questionnaire
self-evaluation of the cartoon video learning
22 (Yang, 2005)
20 minutes
individual background survey
Instruments
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Questionnaire: First section
1.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
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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 )
VV
V
V
Instruments
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Introducing vocabularyIntroducing vocabulary
33 students32 students
Watching video without subtitle
Watching video with English subtitle
Procedure
Pre-test
Post-test
Experiment Group Control Group
20 minutes
5 minutes
20 minutes
5 minutes
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Lesson Plan
SentencePattern
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 ?
Vocabularycrystal 水晶 alien 外星人 bug 蟲
war 戰爭 destroyer 破壞者
Warm Up Have a short conversation about their lunch time.
Activity I(20 minutes) Viewing the video
Activity II(4 minutes) Teach students vocabulary and sentence pattern.
Warp Up(1 minute)
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?
Lesson Plan
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Independent Sample T-test
Is there any difference in the achievement
level of the students’ listening comprehension between English subtitle group and non-
subtitle group?
1.
Data Analysis
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Qualitative Descriptions
How do students perceive learning English
through viewing English cartoon videos?
What are the difficulties while learning
English through viewing cartoon videos?
2.
3.
Data Analysis
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Participants
Location
Duration
Materials
Instruments
20 third through
sixth graders
Taichung
Twice a weekOne month
One video
1.YLE Test
2. Semi-Structured interview
Pilot Study
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Introducing vocabularyIntroducing vocabulary
10 students10 students
Watching video without subtitle
Watching video with English subtitle
Pilot Study Pre-test
Post-test
Experiment Group Control Group
15 minutes
5 minutes
15 minutes
5 minutes
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20 questions
20 minutesPre- & 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 questions4 hours
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Thank you for your listening!