The role of visual support in bottom-up processing of spoken text in an L2 video episode.

摘要

For the past two decades, researchers have made claims about the facilitative role of visual elements in authentic video materials for aiding second language (L2) listeners' comprehension of the listening language input. However, little is known about the details about how visual support affects L2 listening comprehension. Focusing on the potential of visual support for promoting L2 listeners' bottom-up processing of spoken text during the while-listening stage, I attempted to explore and describe (a) six Korean 9th graders' use of visual support in decoding and comprehending the spoken text in an authentic video episode, and (b) their cognitive and affective reactions to the presence of visual support in the listening material.; Participants' initial performance in an audio-only mode was compared to their later ability to decode and comprehend the audio track when it was accompanied by visual support. Additional data include the participants' self-report of the usefulness of visual support for their tasks and their interview protocols expressing their cognitive and affective reactions to visual support.; Analysis of the above data lends empirical support for claims of facilitative roles of visual support in bottom-up processing of spoken text. New findings include descriptions of: (a) unsuccessful uses of visual support, (b) individual differences in utilizing visual support when experiencing decoding difficulties, and (c) variations among participants' affective responses.; Pedagogical implications are discussed in terms of the need to (a) raise L2 listeners' awareness of the positive roles of visual support in bottom-up processing of spoken text, and (b) develop methods for teaching strategies which assist learners in becoming more effective and active users of visual support.; It is hoped that the findings of the present study will contribute to laying some groundwork for (a) development of an inventory of what learners do with visual support during the while-listening stage, and (b) enhancement of strategy-based instruction, specifically focusing on promoting interactive processing of aural and visual input during the while-listening stage.