The role of digital video media in second language listening comprehension

Deposited with permission of the author. © 1999 Dr. Paul Andrew GrubaThe aim of this investigation was to examine the role of visual elements in second language listening comprehension when digital video was used as a mode of presentation. Despite the widespread use of video in listening instruction, little is known at present about how learners attend to dual-coded media and, in particular, how visual elements may influence comprehension processes. The study was conducted at the Japanese department of a large Australian research university. In conjunction with Japanese language instructors, the researcher first selected three authentic Japanese news broadcasts. After digitisation, the videotexts were utilised in a pilot study that ws designed to explore issues not resolved in a review of current theory. Four participants, representing a range of proficiencies from beginning to advanced, were directed to provide immediately restrospective verbal reports in the pilot study. The central outcome of the pilot study was to set out a preliminary seven-category framework of listener interactions with the digital videotexts. These categories, for example, included text type identification, macrostructure generation, confirmation and hindrance of macrostructure development. In the main study, twelve upper intermediate non-native tertiary students of Japanese attended to the videotexts. With some modification of the data collection procedures, the participants provided immediately retrospective verbal reports while they 1) interacted with the videotext initially and 2) engaged with videotext during self-directed responses to open-ended task demands. Based on the first section of the verbal reports, the pilot study framework was refined to focus on initial front-to-back comprehension of the videotexts. The seven-part categorisation was expanded to include greater detail of behaviours. In a second stage of analysis, a three-category framework was proposed to focus on responses to task demands. Listeners were seen to initiate extensive reviews, make no immediate use of the videotext and search for task-relevant information. To illustrate these categories, seven individual case studies were used to profile listener engagement with videotext in response to task demands. The investigation then summarises the findings and discusses video-mediated listening comprehension in regards to classroom instruction, listening assessment and computer-based language learning. The results point to a view that visual elements work in a number of ways that go beyond merely ‘supporting’ verbal elements; they are better thought of as integral resources to comprehension whose influence shifts from primary to secondary importance as a listener develops a mature understanding of the videotext. Finally, the thesis provides a critical evaluation of the investigation and suggests areas for future research