Leya 3 30(2)

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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 was 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 students’ 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

Material

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!