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The Effect of Visual Strategies on Textual Structures in Listening Process to Comprehension Level of the Listeners Presenter: Leya Tsai Instructor: Dr. Pi-Ying Teresa Hsu October 15, 2009

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Page 1: Leya 10.15

The Effect of Visual Strategies on Textual Structures in

Listening Process to Comprehension Level of the

Listeners

Presenter: Leya TsaiInstructor: Dr. Pi-Ying Teresa HsuOctober 15, 2009

Page 2: Leya 10.15

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Ulper, H. (2009). The effect of visual

strategies on textual structures in listening

process to comprehension level of the

listeners. Procedia Social and Behavioral

Sciences, 1, 568-574.

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Reflection

Contents

Introduction

Methodology

Results

Conclusion

1

2

3

4

5

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Introduction

In the story reading process, creating

awareness on the schematic structure of

the stories has positive effects on

comprehending the texts.

( Bozkurt, 2005)

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Introduction

Using visual materials in comprehension

process is important.

(Linda & Plass, 2002)

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Purpose

to investigate the effect of the

schematic structure of story texts as a

visual strategy on comprehension

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Formal schema

Linguistic

schema

Structural characteristics of the text

Background and world knowledge

Vocabulary, grammar,

word phrase

Schematic Structure

Content Schema

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Methodology

Material

Method

Duration

Location

Participants99 6th grade

primary students

Turkey

5-hour course

Control group experimental design

Story texts

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26 students

Control group

38 students

Experiment group 1

35 students

Experiment group 2

Methodology

Participants:

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Methodology Materials: two story texts

number of the words (about 552-553 words)

being works of the same author

the amount of unknown vocabulary

Criteria of the stories

equality of the reading period (about 10 minutes)

The appropriateness of the theme to the background knowledge of the students

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Procedure

Pre-test

Traditional approach

Control group

Teaching activities about schematic structure of story

Experiment group 1

Teaching activities about schematic structure of story

Experiment group 2

Post-test

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Pre-test

researcher

Control group

Experiment group 1

Experiment group 2

Reading

the story

Interpretation Qs&

Literal text Qs

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Post-test

Control Group

Listening to the story

Q/A

Experiment group 1

Experiment group 2

Listening to the story

A slide showing schematic structure

Listening to the story

Handout including schematic structure

Q/A Q/A

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Methodology

Interpretation questions

• What kind of a person is the main character? Why?

• How else should the story end?

Literal text questions

• What is the title of the

story?

• Where does the events

take place?

Instrument

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Results

There is a significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group 1.

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There is a significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group 2.

Results

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There is no significant difference in the achievement level of the students’ listening comprehension between the experiment group 1 and experiment group 2.

Results

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Conclusion

The use of story schematic structure as

a visual strategy as a listening activity

increased listening-comprehension

level of the students.

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Reflection

What does the schematic structure look

like

The same treatment in experiment group

1 and 2

No samples?

?

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2020

Reflection

Is five-hour course enough for students to

develop awareness of schematic structure

of stories

Different ways of test in post-test

?

?

Page 21: Leya 10.15

Thank you !