TheEffectoftheApplicationofVideoListeningTextsonListeningComprehension-最新资料

1、The Effect of the Application of Video Listening Texts on Listening Comprehension： This study explores the role of video listening texts in ESL listening comprehension. The statistics obtained from the experiment in the current study reveal that the visual aids have positive effects on comprehension

2、 of the listening materials and help achieve better understanding of the target contents in the listening test.1 IntroductionVideo listening and audio-only listening are two common ways in ESL listening teaching since the accessibility of video technology has made it possible to apply both the audit

3、ory and visual channels to present listening texts in the second language（L2） classroom.Owing to the increasing use of video as a method of listening teaching ， it is essential to know if the application of video listening texts has any effect on listening comprehension and if it indeed facilitates

4、the understanding of the target texts or impedes it.Listening comprehension process is related to many extra linguistic factors ， among which visual input is animportant one. The role of non-verbal components of spoken communication has been verified to be an important component of L2 listening. The

5、 use of video texts allows listeners to use the non-verbal components of communication to assist them in processing and comprehending aural input. So I hypothesize that the utilization of video listening texts has a positive effect on the comprehension of the listening materials. To testify it ， I c

6、onduct an experiment， implementing the twotreatments (video listening and audio-only listening ) in listening tests and comparing the results of the tests by way of the statistical software SPSS. In the following parts ， I will first review the literature in section 2，then present the experiment in

7、section 3 to show how the subjects perform in the listening tests. In section 4， Ipost the statistical results and discuss them. And finally in section 5 ， I draw a conclusion.2 Literature ReviewMany researchers have studied the effects of the application of video listening texts and presented hypot

8、heses about why being able to see the speaker is useful for the L2 listeners. For example ， listeners can utilizethe information transmitted by the kinesic behavior of the speaker ， including gestures ， body movements， and facial expressions （Kellerman ， 1992 ） . Being able to see the speaker also c

9、an allow the listener to make more accurate initial hypotheses about the roles of the speaker and the context of the speaking situation.（Shin ， 1998， Wagner，2006）As for the empirical study ， Chung （ 1994）examined the effect of videos on listening comprehension. The students （intermediate-high and ad

10、vanced learners in French ） were divided into audio-only and video groups. Chung found that groups with both visual and audio input scored higher in the listening comprehension tests.Somer esearchers ， however ， have maintained that the use of video might actually inhibit comprehension ， because of

11、its supposed potential for distraction. MacWilliam （1986） argued that the visual aspects of a video text can distract learners attention from the audio input and may actually impede comprehension. Bejar et al. （2000）， in their working paper devoted to creating a listening framework for the TOEFL 200

12、0 test ， stated “There is no doubt that video offers the potential for enhanced face validity and authenticity， although there is a lot ofconcern about its potential fordistraction. ” The effectof video listening being controversial， it would not beappropriate to advocate for or argue against the us

13、e of video texts in L2 listening comprehension teaching and tests. It requires further empirical research.3 MethodTo collect data to show what effect the application of video listening texts has on listening comprehension， Idesign an experiment to bear out the hypothesis Ive made， that is ， the util

14、ization of video listening texts has a positive effect on the comprehension of the listening materials.3.1 SubjectsTwenty students from Zhejiang Institute of Media and Communications are the subjects of this study. They are non-English major sophomores with roughly the same English proficiency. To e

15、valuate their proficiency ， I take their performance in CET-4 for reference ， since CET-4 is the only standard test all of them have taken and it is considered as a test with much authority among the Mandarin Chinese college students. Their CET-4 scores vary between 480 and 520， which can be viewed

16、as an average level of Englishproficiency.All the twenty students were divided into two groups(ten in each)： an audio-only (control group ) and a video (experimental group ). Whereas the video group did listening exercises with the original video clips ， the audio-only group did the same exercises w

17、ith the video portion removed (the video monitor being shut).3.2 MaterialsThe test materials are taken from“21st CenturyPractical College English ： Viewing ， Listening and Speaking (Book 4)” which is not the school textbook for the participants ， and a post hoc survey ( talking with them after the e

18、xperiment) shows that none of them has everencountered the contents before. The test materials consist of two conversations ， one about “a job interview ”， the o ther on “prices & discounts ”， with each followed by 5 multiple choice questions based on the content the students have viewed and heard o

19、r have heard only. 3.3 ProcedureAfter dividing the twenty students randomly into two groups (10 in each)， I administered the video listening test and the audio-only test in the same room at the sametime. Making sure that the hardware worked well in a phonetics lab ， I got the experiment started with

20、handingout to all the subjects the test papers. While playing the video listening texts ， the experimental group finished the test items while listening and watching ( the video monitor was open). In the mean time ， the control group completed the test questions while just listening ( the video moni

21、tor was shut ). In order to get rid of the disturbance of factors such as anxiety ， memory power， note-taking skill ， etc ， I played each conversation twice. After the test ， I evaluated the test papers. The total score is 10， with acorrect answer resulting in one point and a wrong answer or no answ

22、er resulting in zero.4 Results and DiscussionThe scores were analyzed quantitatively using SPSS(Version 11.5 ) to address the research question and testify the hypothesis. The descriptive statistics for the average score that listeners in both groups were able to obtain are shown in Table 1.Table1.M

23、ean score of the two groups and the result ofa t-testn=10 for each group.As the above table suggests ， for the audio-only group ， the mean score of the test is 6.00 out of 10， while forthe video listening group， the mean score is 7.50 out of10. A t-test is applied to compare the group means. Since t

24、=-3.143 ， p.05 ， the differences between the two groups are statistically significant in terms of the correct answers in the listening test. Listeners are more accurate at answering the multiple-choice questions when they listen and watch. This shows that the video text does reveal more information

25、about the target contents and provide more clues for the test-takers to understand the test materials. The results ， to some extent ， bear out the hypothesis I make at the beginning of the experiment and indicate that the application of video listening texts has a positive effect on ESL listening co

26、mprehension.While scoring ， I find that the test questions about the identity of conversation takers and the location the conversation takes place are better finished by the video listening group than the audio-only group. It might be the video that gives textual clues to the listeners and helps the

27、m answer correctly. Meanwhile ， those questions totally irrelevant to the visual input and only relies on listeningand understanding reveal not much significance between the two groups. Another problem is that the sample of this experiment is very small and the subjects of my study are non-English m

28、ajors of intermediate level of English proficiency. It is true the results show that they benefit from the video texts. But as for those more advanced learners with a higher proficiency ， for example ， English majors ， is it the same case？ It still remains unknown.The last factor which may greatly a

29、ffect the experiment result is that some students in the video listening group did not look at the video monitor at all or oriented to the video a little while taking the listening test. The extent to which the students actually watch the video monitor when presented with a listening video text is s

30、till in question ， so is the extent to which they can benefitfrom the video.5 ConclusionThis study is a preliminary investigation of the roleof the video listening texts in ESL listening comprehension. The result of the experiment is consistent with the hypothesis that the application of video liste

31、ning texts has a positive effect on comprehension of the listening materials. The experimental design and the result are farfrom perfect and the study of this field is far from sufficient.More problems need to be further investigatedand more researches need to be made.References ：1 Baltova ， I. The impact of video on comprehension skills of core French studentsJ. Canadian Modern Language Review ， 1994. 50 ， 507-531.2 Bejar ， I. ， Douglas ， D. ， Jamieson ， J. ， Nissan ， S.， & Turner ， J. TOEFL2 000 listening framework ： A working paper ( TOEFL