Effects of Narrative Script Advance Organizer Strategies Used to Introduce Video in the Foreign Language Classroom

Authors


  • Philip D. Ambard (deceased) (PhD, University of Denver) was a Major in the United States Air Force and a Professor in the Department of Foreign Languages at the United States Air Force Academy in Colorado Springs, Colorado.

  • Linda K. Ambard (MA, Boise State University) teaches at an American school on Ansbach Army Post in Germany.

Abstract

The study compared participant comprehension of foreign language video content using two advance organizer (AO) strategies while exploring the benefits of AOs as proficiency increases. Participants were 50 advanced-beginner Spanish college students in three sections. Collaborative reading condition participants read a target language narrative video script aloud in groups, watched the video of the script, and took a test. Individual reading condition participants read the same script quietly before watching the video and taking the test. Control group participants did not read the script before watching the video and taking the test. The study was conducted at the start and end of the semester. Results indicate that AOs increased video comprehension. Researchers concluded that learners benefit to similar degrees from access to AOs as proficiency increases.

Ancillary