1. Effects of Two Advance Organizers on Listening Comprehension in Video Viewing— Pictorial Contextual Cues versus Verbal Contextual Keys Spooky Chang July 5, 2013

2. Outline of the Presentation Introduction Literature Review Methodology Results Discussion and Conclusion

3. Introduction

4. Introduction Background and Motivation The Increasing Importance of Listening in English Teaching ﹡ the only foreign language listed as a required course ﹡ the considerable number of cram schools and extracurricular learning materials ﹡ set as a formal part of college and senior high school entrance examinations Attitude Change ﹡ passive→ active

5. Better Teaching/Learning Environment Introduction Background and Motivation DVD players, projectors, projection screens and speakers movies, TV series (authentic/instructive video materials) advance organizers to improve English listening comprehension

6. Literature Review

7. Process of Listening Comprehension ﹡ Bottom-up Processing View ﹡ Top-down Interpretation View ﹡ Schema Theory Using Authentic/Instructional Video Materials Advance Organizer (AO) Literature Review

8. Which advance organizer should I use? aural + pictorial content + pictorial pictorial content verbal verbal + pictorial aural + verbal verbal + content Brain-storming pictorial vs. verbal Literature Review

9. to probe the influences of two advance organizers– pictorial contextual cues and verbal contextual keys– on English listening Literature Review Formation of the Present Study Research Questions: 1.Do students who received the two advance organizers— pictorial contextual cues and verbal contextual keys comprehend better than those who received none? 2. Is any of the treatments superior to the other? 3. What are the students’ attitudes towards the two types of advance organizers?

10. Methodology

11. Methodology Participants three 9th-grade classes in a national high school in northern Taiwan 87 students → 39 females and 48 males Group Number of Members Pictorial Contextual Cues 26 Verbal Contextual Keys 29 Control Group 32

12. The Listening Comprehension Pretest— GEPT— intermediate listening comprehension section Listening Comprehension of the Video -- Multiple- choice tests Attitude Questionnaire Methodology Instruments

13. Pictorial Contextual Cues ﹡ 20 pictures + 20 descriptive sentences 20 pictures + 20 descriptive sentences Verbal Contextual Keys ﹡ 10 key lines + key words 10 key lines + key words Control Group– no treatment Family Album U.S.A. three video segments in one episode Methodology Treatments & Materials

14. Methodology Procedures Introduction of the experiment Pretest—GEPT listening comprehension test treatments in 3 classes + multiple-choice test Attitude questionnaire Data analysis

15. Methodology Procedures Class AClass B Questionnaire V1+T-pic V2+T-pic V3+T-verbal V2+T-verbal V3+T-pic V1+T-verbal Week 1 Week 2 Week 3 Pretest-GEPT Week 4 Class C Pretest-GEPT V1+T-no V2+T-no V3+T-no Questionnaire ＋

16. Results

17. Both the two advance organizers-- pictorial contextual cues and verbal contextual keys were effective in facilitating listening comprehension of video viewing without captions. There was no significant difference between the two treatments-- pictorial contextual cues and verbal contextual keys. Neither of them outdid the other. Results Summary of results

18. More than half the students held positive attitude towards receiving advance organizers as aids for video watching, and considered them helpful. More students in Verbal Contextual Keys group than in Pictorial Contextual Cues group agreed on the effectiveness on improving listening comprehension. Less students in Verbal Contextual Keys group were willing to receive the advance organizer again. Results Summary of results

19. Discussion and Conclusion

20. Discussion and Conclusion Answers to Research Questions Did students who received the two advance organizers— pictorial contextual cues and verbal contextual keys comprehend better than those who received none? Students in both the experimental groups showed significantly better performance on comprehending the video clips.

21. Discussion and Conclusion Answers to Research Questions Was any of the treatments superior to the other? Verbal contextual keys and pictorial contextual cues were both effective in facilitating students’ listening comprehension. However, there was no significant difference between the two advance organizers themselves.

22. Discussion and Conclusion Answers to Research Questions What were the students’ attitudes towards the two types of advance organizers? They welcomed the way of watching English-speaking video clips without captions. They thought positively of the utility of advance organizers, especially students receiving verbal contextual keys.

23. Discussion and Conclusion Discussions of the Result have an overview of the video content Two advance organizers less time and energy on the process of predicting the story focus more on the meaning of the dialogue better listening comprehension

24. Discussion and Conclusion Discussions of the Result Verbal contextual keys need some time to digest pressure little or none benefit for low proficiency participants gain lexical supplement better listening comprehension not willing to receive it againbeing positive of its effectiveness

25. Generalizing from the previous studies which have been researched and the present study, advance organizers, both pictorial and verbal, could facilitate learners’ understanding, retention, or learning of new information.the previous studies Discussion and Conclusion Comparison between the present and previous studies

26. plan an advance organizer before introducing the main teaching material verbal contextual keys and pictorial contextual cues were both workable advance organizers for video viewing more “real” English ﹡ speed up a little when speaking English in class ﹡ use more authentic/instructional videos in class teach some listening strategies Discussion and Conclusion Pedagogical Implications of the Study

27. can not be generalized to students of other ages or to other contexts limited time small sample size Discussion and Conclusion Limitations of the Study

28. a long-term experiment (a few months or even a semester) a bigger sample size choose more up-to-date and trendy video materials Discussion and Conclusion Suggestions for Further Research

29. Both verbal contextual keys and pictorial contextual cues enhanced learners’ listening comprehension. Advance organizers can be served as a beneficial pedagogical tool. Discussion and Conclusion Conclusion

31. Appendix J Key Lines for Video 1 1. I'm exhausted. My new exercise class is so hard. 2. In the beginner's class, they give you a chance to rest between exercises. 3. Doing aerobics for an hour is a lot different than lifting weights. 4. Oh, without a doubt. 5. It's a snap. 6. You are not going to be able to move after this and the aerobics class. 7. It's going to be a piece of cake. 8. What's the bet? 9. I'm on my way over. 10. Don't you forget.