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Significance of Transcript Availability for Viewing TV Coverage of US Elections 观看美国大选电视报道的文字记录的重要性
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch008
Buğra Zengin
With its engaging spectacle and discussion of key issues, the US presidential election debates draw high viewership of not only Americans but also people of other nationalities through not only US-based television channels but also other mainstream channels around the world. Since many of the viewers are likely to be the learners of English as the most widely used Lingua Franca, who listen for as well as to the content, they should be helped with their processing of what they listen to, given the listening comprehension challenges. The demanding factors of speech rate and vocabulary necessitate the use of transcripts as an aid for listening comprehension. Transcripts facilitate the required vocabulary buildup and allow for semantic mapping through frequency counts of recurrent key words or word strings uncovering linguistic patterns and laying foundation for the enriching listening practices. Therefore, this chapter focuses on using transcripts accordingly.
美国总统大选辩论以其精彩的场面和对关键问题的讨论,不仅吸引了美国人的高度关注,而且通过美国电视频道和世界其他主流频道吸引了其他国家人民的高度关注。由于许多观众可能是英语作为最广泛使用的通用语的学习者,他们在听内容的同时也在听内容,考虑到听力理解的挑战,他们应该帮助他们处理所听内容。语速和词汇量的要求使得使用抄本作为听力理解的辅助手段成为必要。通过对重复出现的关键词或词串的频率计数,有利于词汇积累和语义映射,揭示语言模式,为丰富听力练习奠定基础。因此,本章着重于使用相应的转录本。
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引用次数: 0
The Effect of Audio and Video Modality on Perception of Reduced Forms 音视频形态对简化形式感知的影响
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch005
Kaine Gülözer, Zeynep Koçoglu
Reduced forms (RFs) spoken by native English speakers have been challenging on the part of the second language (L2) learners. This chapter aims to address suprasegmental features to Turkish preparatory language school students in relation to L2 listening comprehension. Considering the limited research on RFs in learning English as a L2 context, this pre-test post-test control group design study aimed to explore whether the instruction of five RFs in sentential level results in any difference in listening comprehension test performance. The five forms entail contraction, assimilation, flap, elision, and linking. A total of 343 were recruited, and RFs instruction was delivered through the web page designated for the study for five weeks, and the performance of the eight groups was measured twice throughout the study. The findings indicated that sentence level of RFs instruction through web-based learning facilitates the listening comprehension of RFs.
以英语为母语的人所说的简化形式(RFs)对第二语言学习者来说是一个挑战。本章旨在探讨土耳其预科语言学校学生在二语听力理解方面的超语段特征。考虑到对第二语言语境下的英语学习中RFs的研究有限,本研究旨在探讨句子层面的五个RFs教学是否会对听力理解测试成绩产生影响。这五种形式包括缩读、同化、闪读、省略和连读。总共招募了343人,通过研究指定的网页进行RFs指导,为期五周,在整个研究过程中对八组的表现进行了两次测量。研究结果表明,基于网络学习的句子水平教学有利于听力理解。
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引用次数: 0
The Impact of Online and Face-to-Face Peer Feedback on Pre-Service Teachers in EFL Academic Writing 在线和面对面同伴反馈对职前教师英语学术写作的影响
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch007
Işıl Günseli Kaçar
This mixed-method 14-week case study investigated the impact of peer feedback on Turkish English as a foreign language (EFL) prospective teachers' attitudes to and performance in a blended academic writing course in the tertiary setting. The peer feedback provision process involved online and face-to-face written peer feedback on weblogs, enhanced with a six-hour training phase for peer feedback. Weekly student journals, group feedback conferences, the end-of-the-semester survey, and the pre- and post-writing tests were used in the data collection. The qualitative data were analyzed through content analysis and the quantitative data via descriptive statistics and an independent paired sample t-test. The study indicated that the use of face-to-face and online peer feedback together was perceived as beneficial and effective by EFL pre-service teachers and that it led to a relatively successful performance in academic writing. It is suggested that participants unfamiliar with peer revision be provided with training and continuous scaffolding/guidance to ensure the effectiveness of the process.
这项为期14周的混合方法案例研究调查了同伴反馈对土耳其英语作为外语(EFL)准教师在高等教育混合式学术写作课程中的态度和表现的影响。同行反馈提供过程包括在线和面对面的书面同行反馈在博客上,加强了六个小时的培训阶段的同行反馈。数据收集采用了学生周报、小组反馈会议、期末调查和写作前后测试。定性资料采用内容分析,定量资料采用描述性统计和独立配对样本t检验。该研究表明,英语职前教师认为面对面和在线同伴反馈的同时使用是有益和有效的,并导致学术写作相对成功的表现。建议为不熟悉同伴修订的参与者提供培训和持续的指导,以确保过程的有效性。
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引用次数: 0
Boosting L2 Listening Comprehension Through Web-Based Listening Activities on Reduced Forms 通过网络简化形式的听力活动促进二语听力理解
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch006
Kaine Gülözer
In the field of second language (L2) perception, there is a common adherence to quantitative methods to examine reduced forms (RFs). This chapter extends the field by reporting on an investigation that analyzed L2 listeners' perceptions of RFs in English from a qualitative perspective. RFs instruction through web-based activities was delivered to a total of 80 learners of English of varying proficiency for five weeks. Twenty participants reflected on their performance on RFs listening tasks and provided justifications for their perceptions of the target RFs. Qualitative analysis revealed that the RFs that influenced L2 learners' perceptions of RFs were linking, pause phenomena, and assimilation. The results of using such qualitative methodology highlights the important role that RFs plays in perception judgements in syllable-timed languages such as Turkish, a factor which has not always been given much prominence in previous L2 fluency quantitative research.
在第二语言(L2)感知领域,人们普遍坚持使用定量方法来检查简化形式。本章扩展了这一领域,报告了一项调查,从定性的角度分析了二语听众对英语RFs的看法。RFs通过网络活动对80名不同熟练程度的英语学习者进行了为期五周的指导。20名参与者反映了他们在RFs聆听任务中的表现,并为他们对目标RFs的看法提供了理由。定性分析结果表明,影响二语学习者对关联、停顿现象和同化现象感知的是关联、停顿现象和同化现象。使用这种定性方法的结果强调了RFs在音节计时语言(如土耳其语)的感知判断中所起的重要作用,这一因素在以前的第二语言流利性定量研究中并不总是得到重视。
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引用次数: 0
Examination of Speaking Test Performance in Structured Group Tasks 结构化小组任务中口语测试表现的检验
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch011
E. Demirel, Zeynep Baser
This chapter explores the use of structured group tasks in the testing of speaking skills in the context of a tertiary level first year speaking course. Participants included undergraduate university students from the department of English translation and interpreting at a state university located in Central Turkey. The structured task used in the study guided students into a group discussion during the speaking exam. The discussions in the exam sessions were video-recorded and transcribed. The transcriptions were analyzed from an interactional perspective. The students were also given an open-ended questionnaire to reveal their opinions about the ins and outs of the speaking test task tried out in the study. The questionnaire consisted of two parts. The first part required students to fill out their demographic information, and the second part inquired students' opinions about the group speaking task. The results of the analysis and questionnaire responses revealed additional opportunities provided by the use of structured tasks in speaking exams.
本章探讨了结构化小组任务在大学一年级口语课程中口语技能测试中的应用。参与者包括来自土耳其中部一所州立大学英语翻译和口译系的本科生。研究中使用的结构化任务引导学生在口语考试期间进行小组讨论。考试环节的讨论被录下来并转录。从相互作用的角度对转录进行分析。学生们还得到了一份开放式问卷,以揭示他们对研究中口语测试任务的来龙去龙去的看法。问卷由两部分组成。第一部分要求学生填写他们的人口统计信息,第二部分询问学生对小组口语任务的看法。分析结果和问卷回答显示,在口语考试中使用结构化任务提供了额外的机会。
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引用次数: 1
An Instructional Design Model for Design and Development of Adaptive Hypermedia Listening Environments 自适应超媒体听力环境设计与开发的教学设计模型
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch002
Vehbi Turel
The design and development of adaptive hypermedia (AH) listening environments consist of different stages. Each stage in design and development of AH listening applications is vital in the design and development process so that cost-effective AH listening software can be designed and developed in a true sense. Pedagogically, epistemologically, and technically, a wide range of design principles and guidelines have to be heeded at each design and development stage so that effective and efficient AH listening environments can be designed and developed.
自适应超媒体聆听环境的设计与开发经历了不同的阶段。设计和开发AH监听应用程序的每个阶段在设计和开发过程中都是至关重要的,这样才能真正意义上设计和开发具有成本效益的AH监听软件。在教学、认识论和技术上,在每个设计和开发阶段都必须遵循广泛的设计原则和指导方针,以便设计和开发有效和高效的AH听力环境。
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引用次数: 0
Quality Indicators for Designing English Learning Podcasts 英语学习播客设计的质量指标
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch004
Tingting Kang
Podcasts, one type of mobile-assisted language learning, have been promoted as promising tools in second language (L2) learning. Yet, quality indicators of podcast programs have not been generalized. Applying previous empirical results on predictors of listening comprehension, the purpose of this chapter was to identify English language learning podcast programs in iTunes that were preferred by language learners and teachers and build up a list of the indicators that can be considered for selecting and designing high-quality English language learning podcasts. Participants were 26 intermediate English as second language (ESL) learners at a southwestern American university and two of their listening and speaking teachers. The results revealed that the ESL students and their teachers both preferred podcasts that had interesting topics, natural speed, and clear pronunciation.
播客作为移动辅助语言学习的一种,已被推广为第二语言(L2)学习的有前途的工具。然而,播客节目的质量指标并没有被普遍化。本章的目的是运用以往关于听力理解预测因素的实证结果,找出iTunes中语言学习者和教师最喜欢的英语学习播客节目,并建立一份可用于选择和设计高质量英语学习播客的指标清单。参与者是美国西南部一所大学的26名中级英语作为第二语言(ESL)学习者和他们的两名听力和口语老师。结果显示,ESL学生和他们的老师都更喜欢主题有趣、速度自然、发音清晰的播客。
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引用次数: 0
How Best to Use Audio/Subtitle Combinations in the Use of Films for Nonnative Learners of English 如何在非母语英语学习者的电影使用中最好地使用音频/字幕组合
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch003
Buğra Zengin
Use of movies and TV shows for foreign language learning purposes pervades informal settings where viewers enjoy the multiplicity of soundtracks and of subtitles. However, this is not an integral part of formal language education policies. Hoping to inform policy making processes, this study aimed to investigate the most efficient use of audio/subtitle combinations for specific purposes. As a result, reversed subtitling was found to be effective for vocabulary learning whereas, generally, bimodal subtitling was considered to benefit accent-related problems. The participants self-reported preferrence for non-subtitled version in case of listening comprehension in general, which was due to the subtitle effect in the case of students at lower levels. Considering that mostly interlingual subtitled content is the only version in most platforms, these findings make it necessary to prefer a platform presenting a variety of alternative combinations in terms of soundtrack and subtitles.
以学习外语为目的的电影和电视节目在非正式场合中普遍存在,观众可以享受到多种多样的原声和字幕。然而,这并不是正式语言教育政策的组成部分。希望为政策制定过程提供信息,本研究旨在调查音频/字幕组合在特定目的下的最有效使用。结果发现,反向字幕对词汇学习是有效的,而双峰字幕通常被认为有利于与口音有关的问题。在听力理解方面,被试自述对无字幕版本的偏好,这是由于低水平学生的字幕效应。考虑到大多数语言间字幕内容是大多数平台的唯一版本,这些发现表明有必要选择一个在配乐和字幕方面提供多种选择组合的平台。
{"title":"How Best to Use Audio/Subtitle Combinations in the Use of Films for Nonnative Learners of English","authors":"Buğra Zengin","doi":"10.4018/978-1-7998-7876-6.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7876-6.ch003","url":null,"abstract":"Use of movies and TV shows for foreign language learning purposes pervades informal settings where viewers enjoy the multiplicity of soundtracks and of subtitles. However, this is not an integral part of formal language education policies. Hoping to inform policy making processes, this study aimed to investigate the most efficient use of audio/subtitle combinations for specific purposes. As a result, reversed subtitling was found to be effective for vocabulary learning whereas, generally, bimodal subtitling was considered to benefit accent-related problems. The participants self-reported preferrence for non-subtitled version in case of listening comprehension in general, which was due to the subtitle effect in the case of students at lower levels. Considering that mostly interlingual subtitled content is the only version in most platforms, these findings make it necessary to prefer a platform presenting a variety of alternative combinations in terms of soundtrack and subtitles.","PeriodicalId":145035,"journal":{"name":"Design Solutions for Adaptive Hypermedia Listening Software","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127474725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effect of Using Technology in L2 Listening 科技对二语听力的影响
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch001
Tingting Kang
Due to the nature of listening, multiple media tools have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies in addition to the meta-analysis conducted in 2015 (Kang) and analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .70), which was almost identical to the result observed five years ago. The effects of individual multiple media tools have also been statistically synthesized. Moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles, captions, as well as self-regulated listening and slow speed were recommended to teachers and test developers as a means to improve learners' listening comprehension.
由于听力的本质,多媒体教学工具在第二语言听力教学中应用已久。除了2015年进行的元分析(Kang)外,本章还收集了最近发表的实证研究,并分析了不同多媒体工具对二语听力理解的影响。结果显示,在组间设计中,多种媒体工具对听力理解有中等到较大的影响(Cohen’s d = 0.70),这与五年前观察到的结果几乎相同。个别多媒体工具的影响也被统计合成。主持人分析可以帮助第二语言教育者和测试开发者决定在第二语言教学和评估领域使用不同的多媒体工具。具体来说,教师和测试开发者推荐了字幕、字幕、自我调节听力和慢速等方法来提高学习者的听力理解能力。
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引用次数: 0
Exploring Teachers' Beliefs About Listening in a Foreign Language 探讨教师对外语听力的看法
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7876-6.ch010
Pelin Irgin
There is a substantial amount of research in the field of language teacher cognition reiterating that teachers' beliefs influence their classroom practices; however, teacher beliefs and practices do not always correspond because of the differences in both researchers' and teachers' conceptualization of beliefs and practices. This study aims to investigate the beliefs and practices of 96 language teachers in Turkey. A mixed-method research design was employed to answer the questions to what extent teachers' beliefs and practices reflect the issues stated in the literature on second language listening, what their beliefs and listening instructional practices are, whether their beliefs and practices converge, and if so, what factors underpin them.
在语言教师认知领域有大量的研究,重申教师的信念影响他们的课堂实践;然而,由于研究者和教师对信念和实践的概念不同,教师的信念和实践并不总是一致的。本研究旨在调查土耳其96名语言教师的信仰和实践。采用混合方法研究设计来回答以下问题:教师的信念和实践在多大程度上反映了第二语言听力文献中所述的问题,他们的信念和听力教学实践是什么,他们的信念和实践是否融合,如果是,是什么因素支撑它们。
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引用次数: 2
期刊
Design Solutions for Adaptive Hypermedia Listening Software
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