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PhD thesis
"The design, implementation and evaluation of a multimedia application for second language listening comprehension"
Paul Brett
University of Wolverhampton
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The links below take you to the contents of each Chapter.
There is then another link from the Chapter title to the text. All the text is unformatted.
Chapter 1. Introduction
Chapter 2. Themes from Second Language Acquisition Theory and Multimedia
Chapter 3. Second Language Listening Comprehension
Chapter 4. The Effects of Multimedia on SLA
Chapter 5. A Multimedia Application for Listening Comprehension
Chapter 6. Computer Assisted Language Learning - Research Questions and Methods
Chapter 7. Learner Attitudes to the Multimedia Application
Chapter 8. The Integration of the Multimedia Applications into the Curriculum
Chapter 9. The Effect of the Application on Levels of Comprehension and Language Recall
Chapter 10. The Effects of the Use of the Additional Learning Resources on Levels of Comprehension
Chapter 11. An Analysis of Incidental Language Learning through use of the Multimedia Applications
Chapter 12. Conclusions
Bibliography
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Chapter 1. Introduction
1.1 The background
1.2 The overall purpose
1.3 The context of this study
1.4 The main aims of the study
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Chapter 2. Themes from Second Language Acquisition Theory and Multimedia2.1 Introduction
2.2 The role of the external linguistic environment in second language acquisition
2.2.1. Input
2.2.2 Frequency of input and its relationship to output
2.2.3 Comprehensible input
2.2.4. Comprehension of non-interactive input
2.2.5. Comprehension of interactive input
2.2.6 Input and comprehension of NNSs output
2.2.7 Comprehension and SLA
2.2.8 Negotiation of meaning and SLA
2.3 Multimedia and the replication of conditions in the external linguistic environment for facilitating SLA
2.4 Second language acquisition - the internal factors
2.4.1 The types of L2 knowledge - explicit and implicit
2.4.2 The development of explicit and implicit knowledge
2.4.3 The role of consciousness and 'noticing' in SLA
2.4.4 The development of control over the use of L2 knowledge
2.5 Multimedia and the cognitive processes of SLA
2.6 Individual learner differences and SLA - Motivation
2.6.1 Integrative and instrumental motivation
2.6.2 Motivation in the context of second language learning
2.6.2.1 Motivation at the micro level learners' attention to input and learners' use of learning strategies
2.6.2.2 Motivation at the classroom level
2.6.2.3 Motivation at the syllabus and curriculum level
2.7 Multimedia and levels of motivation
2.8 Autonomous language learning
2.8.1 Advantages of autonomous language learning
2.9 Multimedia and the provision of autonomous language learning
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Chapter 3. Second Language Listening Comprehension3.1 A definition of listening comprehension
3.2 The processes in L1 listening comprehension
3.2.1 Speech perception
3.2.2 Recognising spoken words
3.2.3 Parsing - understanding the syntactic structure of sentences
3.2.4 Comprehension
3.2.4.1 Prior knowledge
3.2.4.2 Inferring
3.2.4.3 Resolution of anaphoric reference
3.2.4.4 Construction-integration model of comprehension
3.3 Factors affecting second language listening comprehension
3.3.1 The characteristics of texts and L2 listening comprehension
3.3.1.1 Speech rate and L2 listening comprehension
3.3.1.2 The effect of pauses on L2 listening comprehension
3.3.1.3 The acoustic variables of spoken texts and L2 listening
comprehension the perception of stressed syllables
3.3.1.4 The acoustic variables of spoken texts and L2 listening
comprehension the perception of intonation patterns
3.3.1.5 Text modifications and L2 listening comprehension
3.3.2 Types of spoken texts and L2 listening comprehension
3.3.2.1 Different types of spoken texts and L2 listening
comprehension
3.3.2.2 Video texts and L2 listening comprehension
3.3.2.3 The effect of subtitled-video texts on L2 listening
comprehension
3.3.3 The characteristics of the individual listener and L2 listening comprehension
3.3.4 The processes of L2 listening and listening comprehension
3.4 The pedagogic approach to the development of second language listening comprehension
3.4.1 What constitutes the development of L2 listening comprehension?
3.4.2 A consensus approach to the development of L2 listening comprehension
3.4.2.1 Input for L2 listening comprehension
3.4.2.2 The use of video for L2 listening comprehension
3.4.2.3 Listening tasks
3.4.2.4 The role of task feedback in listening comprehension
3.4.2.5 Task settings and roles in autonomous listening comprehension
3.4.2.6 L2 listening comprehension tasks and SLA
3.5 Multimedia and the development of L2 listening comprehension
3.5.1 Multimedia and the delivery of L2 input for listening comprehension
5.2 Multimedia and the provision of L2 listening omprehension tasks
5.3 Multimedia and interactive L2 listening comprehension
3.6 Summary
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Chapter 4. The Effects of Multimedia on SLA4.1 Computers and language learning
4.2 The effects of computer feedback on language learning
4.3 Investigations into the effectiveness of multimedia for SLA
4.3.1 Studies on the effectiveness of IVD applications for SLA
4.3.2 Review of the literature on the effect of multimedia applications on SLA
4.3.2.1 Multimedia and vocabulary acquisition 132
4.3.2.2 The effects of multimedia applications on the L2 spoken skill
4.3.3 Multimedia and listening comprehension
4.3.4 Multimedia and its integration into the syllabus.
4.4 Implications of these studies
4.4.1 Computer feedback and the design of multimedia-delivered listening comprehension
4.4.2 Multimedia and its impact on SLA
4.4.3 A lack of research into the effects of multimedia on aspects of the language learning process
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Chapter 5. A Multimedia Application for Listening Comprehension5.1 The learning context
5.1.1 Finance
5.1.2 Development team
5.1.3 The technological specifications
5.1.3.1 Hardware
5.13.2 Software
5.1.4 Target learners
5.1.5 Target language learning outcomes
5.1.6 Syllabus fit
5.1.7 Sequence of activities
5.2 Learning content
5.2.1 Video
5.2.1.1 Authentic video
5.2.1.2 Topics
5.1.2.3 Interaction types
5.1.2.4 Creating the video.
5.2.2 Subtitles
5.2.3 Hotspots
5.2.4 Learning tasks
5.2.4.1 Listening comprehension development
5.2.4.2 Pre-watching tasks
5.2.4.3 While-watching tasks
5.2.4.4 After-watching tasks
5.2.4.5 Graded listening comprehension tasks
5.2.4.6 Manipulation of the pre-watching tasks
5.2.4.7 Difficulty of the while-watching tasks
5.2.4.8 Adjusting the quantity of information required
5.2.4.9 Focusing the learner on the linguistic code
5.2.4.10 Development of grammatical awareness
5.2.4.11 Vocabulary
5.2.4.12 Language functions
5.2.4.13 Pronunciation
5.2.5 Instructions to the tasks
5.2.6 Feedback on the tasks
5.3 The configuration of the application
5.3.1 Screen layout
5.3.2 The components of the interface
5.3.2.1 The menu bar
5.3.2.2 Orientation
5.3.2.3 Video window
5.3.2.4 Subtitles for the video
5.3.2.5 Hotspots
5.3.2.5 Video control buttons
5.3.2.6 Workplan
5.3.2.7 The task control buttons
5.3.2.8 The learning tasks
5.3.3 The menu bar and the options from the dialogue box
5.3.3.1 File
5.3.3.2 Comprehension menu
5.3.3.3 The language work menu
5.3.3.4 The tasks menu
5.3.3.5 Subtitles
5.3.3.6 Video setup
5.3.3.7 Help menu
5.4 The second CD-ROM "Managing Quality"
5.4.1 Content differences between 'Managing Quality' and 'Introduction to a British Company'
5.4.2 Interface differences between 'Managing Quality' and 'Introduction to a Company'
5.5 Summary
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Chapter 6. Computer Assisted Language Learning - Research Questions and Methods6.1 The CALL research agenda
6.2 CALL Research methods
6.2.1 Validity and reliability in CALL research methods
6.2.2 Classroom SLA research methods and CALL research methods
6.3 The research questions
6.3.1 Question 1 - What are learners' attitudes to the application?
6.3.2 Question 2 - Can the applications be integrated into the urriculum?
6.3.3 Question 3 - Does real-time feedback to comprehension tasks increase levels of comprehension?
6.3.4 Question 4 - What are the effects on comprehension and language reuse of the different combinations of learning resources?
6.3.5 Research Question 5 - Is there any effect on language reuse of those linguistic items which were made salient in the multimedia environment?
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Chapter 7. Learner Attitudes to the Multimedia Application7.1 Aims
7.1.1 Hypotheses
7.2 Methods
7.2.1 Subjects
7.2.2 Data collection
7.2.2.1 Self-report questionnaires
7.2.2.2 Observation
7.2.2.3 Amount of independent use of the application
7.3 Procedure
7.4 Results
7.4.1 Attitudes to the multimedia application
7.4.1.1 General attitudes to the application
7.4.1.2 Attitudes to the language learning potential of the application
7.4.1.3 Attitudes to the self-study characteristics of the application
7.4.1.4 Subjects' positive and negative comments reported in the open-ended question
7.4.2 Types of learners and differences in attitudes to the application
7.4.3 Observations of the sessions
7.4.4 Use of the application after the introductory session
7.4.5 Comparison of multimedia with other learning tools
7.5 Limitations of the data
7.6 Summary
7.7 Implications
7.7.1 The application and motivation at the micro, classroom and syllabus levels
7.7.2 Multimedia and language learning technology
7.7.3 The application as a part of the syllabus
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Chapter 8. The Integration of the Multimedia Applications into the Curriculum8.1 Background
8.1.1 Rationale for the integration of the multimedia applications into the curriculum
8.2 Hypotheses
8.3 Method
8.3.1 Subjects
8.3.2 Materials
8.4 Procedure
8.4.1 Orientation session
8.4.2 The assignment
.5 Results
8.5.1 Attitudes to the multimedia applications before and after the assignment
8.5.2 The subjects' likes and dislikes about using the CD-ROMs for an assignment
8.5.3 Learners' strategies with the multimedia software
8.5.4 The patterns of use of the multimedia software
8.5.5 Comparison of subjects' performance on the multimedia test with other semester scores
8.5.6 Retrospective evaluations of the assignment
8.6 Limitations of the study
8.7 Summary
8.8 Implications
.8.1 Changes in subjects' attitudes
8.8.2 The integration of the applications into the language curriculum
8.8.3 The applications and formal assessment
8.8.4 The applications and their use in institutional language learning
8.8.5 The multimedia applications and self-instruction in listening comprehension
8.8.6 The use of the multimedia application and Second Language Acquisition
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Chapter 9. The Effect of the Application on Levels of Comprehension and Language Recall9.1 Aims
9.2 Hypotheses
9.3 Methods
9.3.1 Subjects
9.3.2 Materials
9.3.2.1 Listening texts
9.3.3 Data collection instruments
9.3.3.1 Comprehension tasks
9.3.3.2 Language recall measures
9.3.3.3 Learner evaluation
9.4 Procedures
9.4.1 Comprehension tasks
9.4.2 Language recall tasks
9.4.3 Evaluation questionnaire
9.4.4 Statistical analysis procedures
9.5 Results
9.5.1 Comprehension tasks
9.5.2 Recall
9.5.3 Evaluation
9.6 Limitations of the study
9.7 Summary
9.8 Implications
9.8.1 Efficiency of focus
9.8.2 The multimedia application, instant feedback and the monitoring of comprehension
9.8.3 Comprehensibility of input, language recall and SLA
9.8.4 Multimedia language laboratories and traditional language laboratories
9.8.5 Use of all the learning resources in this application
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Chapter 10. The Effects of the Use of the Additional Learning Resources on Levels of Comprehension10.1 Hypotheses
10.2 Methods
10.2.1 Subjects
10.2.2. Materials
10.2.2.1 The multimedia interface
10.2.2.2 The video text and subtitles
10.2.2.3 The tasks
10.2.3 Procedure
10.2.3.1 Introduction to the software
10.2.3.2 Pre-watching task
10.2.3.3 Data Collection
10.2.4 Data analysis
10.2.4.1 Recall Protocol
10.2.4.2 Measurement of recall of the language
10.2.4.3 Measurement of the recall of the content
10.3 Results
10.3.1 The four corpora
10.3.2 The recall of the language and the ideas contained in the pre-watching tasks
10.3.2.1 Recall of the language from the pre-watching task
10.3.2.2 The recall of the ideas in the pre-watching task
10.3.3 The recall of the language and ideas contained in the eight true / false statements
10.3.3.1 The recall of the language contained in the eight true
/ false statements
10.3.3.2 The recall of the ideas contained in the eight true / alse statements
10.3.4 The recall of the language and ideas contained in the spoken text
10.3.4.1 The recall of the language contained in the spoken text
10.3.4.2 The recall of the ideas contained in the spoken text
10.4 Limitations of the study
10.5 Summary
10.6 Implications
10.6.1 Multimedia is effective in enhancing comprehension
10.6.2 The different effects of the different learning support resources
10.6.3 The different effects on comprehension of reading and listening
10.6.4 Multimedia software design
10.6.5 Multimedia and independent language learning
10.6.6 Multimedia and language acquisition
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Chapter 11. An Analysis of Incidental Language Learning through use of the Multimedia Applications11.1 Hypotheses
11.2 Methods
11.2.1 Subjects
11.2.2 Materials
11.2.2.1 Formal test paper
11.2.3 Procedure
11.2.3.1 Rationale for this assignment
11.2.3.2 Use of the multimedia applications and this analysis
11.2.3.3 The corpus of subjects' writing
11.2.3.4 Language chunks as the unit of analysis
11.2.3.5 Analysis of the corpora
11.3 Results
11.3.1 An overview of the corpora
11.3.2 Non-salient LCs in the corpora
11.3.3 LCs made salient through tasks
11.3.4 LCs made salient as hotspots
11.3.5 LCs made salient through video images
11.4 Limitations of the study
11.5 Implications
11.5.1 Use of multimedia and incidental language learning
11.5.2 Multimedia and the effect of salience
11.5.3 Salience in the multimedia applications and the processes of 'noticing' and negotiation
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Chapter 12. Conclusions12.1 SLA theory provides usable guidelines for designing multimedia software
12.2 Multimedia-delivered L2 input is beneficial for SLA
12.3 Multimedia can provide an environment through which L2 input can be made comprehensible through learner instigated negotiation
12.4 Multimedia instructional design needs to promote opportunities for 'noticing' input
2.5 Multimedia as a medium does not provide long-term motivation
12.6 Multimedia can provide autonomous language learning opportunities
12.7 How should multimedia be integrated into the language learning curriculum?
12.8 Multimedia can be configured to provide opportunities for practice of listening comprehension
2.9 Feedback on real-time comprehension of L2 speech increases comprehension
12.10 The scope of the application of multimedia to SLA will be widened with technological advances
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Bibliography 
