The effects of viewing different subtitles of English

cartoon videos on fifth graders’

listening ability in Taiwan

The effects of viewing different subtitles of English

cartoon videos on fifth graders’

listening ability in Taiwan

Presenter: Leya TsaiInstructor: Dr. Pi-Ying Teresa HsuDecember 31, 2009

22

ContentsContents

Introduction

Literature Review

Methodology

I.I.

II.II.

III.III.

33

Research Questions

Purpose of the Study

Statement of Problems

Research Background

IntroductionIntroduction

44

Research BackgroundResearch Background

Affective Filter Hypothesis

acquisition

anxiety

(Krashen, 1982)

55

Research BackgroundResearch Background

With the provision of concrete visual or

manipulate representation, students’ recall

of a story events were apparently

improved.

(Marley, Levin, & Glenberg, 2007)

66

Statement of ProblemsStatement of Problems

English teachers should apply practical,

interesting and divers teaching methods

instead of inputting pressures on students.

(Department of Elementary Education,

2008)

77

Statement of ProblemsStatement of Problems

In elementary school stage, listening and

speaking ability are emphasized in

learning English.

(Department of Elementary Education,

2008)

88

Statement of ProblemsStatement of Problems

Few studies have been done to

investigate the association between

visual-audio videos and children’s English

listening achievement .

99

PurposePurpose

to examine the effects of viewing English

cartoons with English subtitle and without

English subtitle on fifth graders’ listening

ability in Taiwan

1010

Is there any difference in the achievement

level of the students’ listening comprehension between English subtitle group and non-

subtitle group?

Research QuestionsResearch Questions

1.

1111

What are the difficulties while learning

English through viewing cartoon videos?

Research QuestionsResearch Questions

3.

How do students perceive learning English

through viewing English cartoon videos?

2.

1212

Children’s Learning on Listening

with Audio-Visual Aids

Listening with Audio-Visual Aids

Children’s Language Learning with the Use of Media

Listening Problems

Literature ReviewLiterature Review

1313

Literature ReviewLiterature Review

intonation

personal factors

vocabulary background knowledge

(Goh, 2000 ; Graham, 2006)

speed of delivery

Listening ProblemsListening ProblemsListening ProblemsListening Problems

1414

Literature ReviewLiterature Review

Media exposure time begins early and

increases until children enter school, drops

briefly, then climbs and peaks at almost eight

hours daily among eleven- and twelve-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

1515

Literature ReviewLiterature Review

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

1616

Literature ReviewLiterature Review

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 with Audio-Visual AidsListening with Audio-Visual AidsListening with Audio-Visual AidsListening with Audio-Visual Aids

1717

Literature ReviewLiterature Review

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 Learning on Listening Children’s Learning on Listening

with Audio-Visual Aidswith Audio-Visual Aids Children’s Learning on Listening Children’s Learning on Listening

with Audio-Visual Aidswith Audio-Visual Aids

1818

Literature ReviewLiterature Review

Using story schematic structure as a visual

strategy as a listening activity in

classroom increased students’ listening

comprehension.

(Ulper, 2009)

Children’s Learning on Listening Children’s Learning on Listening

with Audio-Visual Aidswith Audio-Visual Aids Children’s Learning on Listening Children’s Learning on Listening

with Audio-Visual Aidswith Audio-Visual Aids

1919

Procedure

Instruments

Materials

Participants

MethodologyMethodology

2020

Participants

Location

Duration

Materials

Instruments

65 fifth graders

Taichung

Twice a week3 months

5 videos

1. ILTEA2. Questionnaires

MethodologyMethodology

2121

MaterialsMaterials

1st video

2222

MaterialsMaterials

2nd video

2323

MaterialsMaterials

3rd video

2424

MaterialsMaterials

4th video

2525

MaterialsMaterials

5th video

2626

InstrumentsInstruments

International Learning, Teaching and

Evaluation Agency (ILTEA)

20 questions

20 minutes

Pre-test & Post-test

2727

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.

InstrumentsInstruments

Listening Test

2828

InstrumentsInstruments

Questionnaire

18. 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 19. 續上題 , 為什麼喜歡 / 不喜歡 ?

20. 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

21. 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

2929

Introducing vocabularyIntroducing vocabulary

33 students32 students

Watching video without subtitle

Watching video with English subtitle

ProcedureProcedure Pre-test

Post-test

Experiment Group Control Group

20 minutes

5 minutes

20 minutes

5 minutes

3030

Lesson Plan

Sentence Pattern These/Those are my __N.__ 這些 / 那些 是我的 __N.__

Vocabulary robot 機器人 , clothes 衣服 , toy train 玩具火車 , glasses 眼鏡 , model 模型

Warm Up Have a short conversation about their lunch time.

Activity I Viewing of the video (20 minutes)

Activity II Teach students vocabulary and sentence pattern.

Wrap Up

Have some students answer questions about today’s lesson. e.g. Q: 這些是我的眼鏡 A: These are my glasses. Q: 那些是我的模型 A: Those are my models.

Lesson PlanLesson Plan

3131

Data AnalysisData Analysis

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.

3232

Data AnalysisData Analysis

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.

Thanks for you listening !Thanks for you listening !