1944-9720/asset/cover.gif?v=1&s=9a2ecb891c43fe52c66f8198efc5a68da987dadf "Foreign Language Annals")
Lee Wilberschied (PhD, The Ohio State University) is Assistant Professor of Spanish and Methodology at Cleveland State University, Cleveland, Ohio.
1944-9720/asset/FLAN_right.gif?v=1&s=7a3aa1ecffb70986ccc0ea4fc8da0780be8d024e)
Effect of Using Photos from Authentic Video as Advance Organizers on Listening Comprehension in an FLES Chinese Class
Article first published online: 31 DEC 2008
DOI: 10.1111/j.1944-9720.2004.tb02420.x
© 2004 American Council on the Teaching of Foreign Languages
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How to Cite
Wilberschied, L. and Berman, P. M. (2004), Effect of Using Photos from Authentic Video as Advance Organizers on Listening Comprehension in an FLES Chinese Class. Foreign Language Annals, 37: 534–540. doi: 10.1111/j.1944-9720.2004.tb02420.x
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Lee Wilberschied (PhD, The Ohio State University) is Assistant Professor of Spanish and Methodology at Cleveland State University, Cleveland, Ohio.
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Peiyan M. Berman (PhD candidate, University of Cincinnati) is a teacher of Chinese language and English as a second language at School for Creative and Performing Arts, Cincinnati, Ohio.
Publication History
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- Abstract
- References
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Abstract: To investigate differences in achievement in foreign language listening comprehension, 61 students in a Foreign Language in an Elementary School (FLES) program were studied during instruction using video clips from authentic Chinese TV broadcasts in two advance organizer conditions. The first type of advance organizer consisted of written words and sentences in Chinese, which summarized major scenes in the video the students were to watch. The second advance organizer involved the same written words and sentences as the first, with accompanying pictures taken from the video itself. Statistical significance of the listening comprehension scores from the exercises could not be established. However, the exercises seemed to be helpful, particularly for younger and less language-proficient students. Interview results indicated that students perceived the pictures as more helpful than text alone.