The Effects of Viewing English Cartoon Videos with

The Effects of Viewing English Cartoon Videos with and without English Subtitle on Fifth Graders’ Listening Ability in Taiwan Presenter: Shiao-Ling Tsai Advisor: Dr. Hsiao-Tung Hsu June 1, 2009

Contents I. Introduction II. Purposes of the Study III. Research Questions IV. Literature Review V. Methodology 2

Introduction Affective Filter Hypothesis acquisition anxiety (Krashen, 1982) 3

Introduction § With the provision of concrete visual or manipulate representation, students’ recall of a story events were apparently improved. (Marley, Levin, & Glenberg, 2007) 4

Purposes of the Study to ascertain the effects of viewing English cartoons 1 with English subtitle and without English subtitle on fifth graders’ listening ability in Taiwan 2 to examine the participants’ attitude toward learning English through viewing English cartoons 5

Research Questions 1 Which group of students improve greater after they learned English through viewing English cartoons? 2 What is children’s attitude toward learning English through viewing English cartoons? 6

Literature Review 1 Identifying Listening Problems 2 Listening Strategy 3 Listening with Audio-Visual Aids 4 Children’s Language Learning with Audio-Visual Technology 7

Literature Review Identifying Listening Problems ▪ speed of delivery ▪ vocabulary ▪ intonation ▪ background knowledge ▪ personal factors (Goh, 2000 ; Graham, 2006) 8

Literature Review Listening Strategy Bottom-Up Processing Top-Down Processing Cognitive Tactics Metacognitive Tactics 9

Literature Review Listening with Audio-Visual Aids § 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) 10

Literature Review Children’s Language Learning with Audio-Visual Technology § 81 % of the students thought that viewing videos had been helpful to their listening comprehension than listening to text alone. (Wilberschied & Berman, 2004) 11

Methodology 30 elementary students: Participants 3 - through 6 -grade Material Meeting the Robinsons Duration One month Location Huang-Ju Elementary School in Taichung 12

Procedure Pre-test Experiment Group Control Group 15 students 15 minutes watching English cartoon video with English subtitle watching English cartoon video without English subtitle 10 minutes Introducing vocabulary & sentence pattern Post-test 13

English Subtitle I hope he gets adopted. You and me both, chief. I mean, there's so many things in the world that can be improved. Just think of it. Moving sidewalks, flying cars. The possibilities are endless. Flying cars? Yeah, that's a good one. All it takes is some imagination and a little science, and we can make the world a better place. Well, these are all interesting ideas. So, what's your favorite sport? Well, does inventing count as a sport? －Actually. . . ………………………. . 14

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 II Warp Up Viewing of the video (15 minutes) Teach students vocabulary and sentence pattern. 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. 15

Instrument Pre-test & Post-test International Learning, Teaching and Evaluation Agency (ILTEA) It conforms with the Common European Framework Range (CEFR). 16

Instrument Pre-test & Post-test 20 Questions Test time: 20 minutes Paired ─ Sample T Test 17

Instrument 18

Interview Semi-structured Interview Time: 30 minutes per student Recording 19

Interview 8. 當你在看英語卡通影片時 , 是否有專心聆聽英語對 話? 9. 當你在看英語卡通影片時 , 聽到英語對話時 , 有沒 有 字幕是否影響你理解卡通內容 ? 10. 當你在看英語卡通影片時 , 會不會去猜聽不懂意思 的 部份 ? 11. 當你在看英語卡通影片時 看 而不去聽英語對話 ? , 是否只注意畫面好 20

Thank you for your attention!