Audiovisual reception and MALL: adapting technology to real needs

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PORTA LINGUARUM 24, junio 2015 3346 Audiovisual Reception and MALL: Adapting Technology to Real Needs NOA TALAVÁN JOSÉ JAVIER ÁVILACABRERA Universidad Nacional de Educación a Distancia, UNED Received: 4 June 2014 / Accepted: 9 November 2014 ISSN: 16977467 ABSTRACT: 7HDFKLQJ OLVWHQLQJ FRPSUHKHQVLRQ KDV DOZD\V EHHQ D GLI¿FXOW WDVN JLYHQ WKH VXEMHFWLYLW\ WKDW WKLV ODQJXDJH VNLOO HQWDLOV 7KLV PD\ EH RQH RI WKH UHDVRQV ZK\ WUDGLWLRQDO foreign language learning methodologies have most often been aimed at its assessment than DW LWV HQKDQFHPHQW 1RZDGD\V ZH VKRXOG VSHDN LQ WHUPV RI DXGLRYLVXDO UHFHSWLRQ VNLOOV JLYHQ WKH JUHDW DPRXQW RI DXGLRYLVXDO LQSXW ZH UHFHLYH UHJXODUO\ DQG WKH VLJQL¿FDQW FKDQJHV EURXJKW DERXW E\ QHZ WHFKQRORJLFDO DGYDQFHV 7KLV SDSHU RIIHUV D PHWKRGRORJLFDO SURSRVDO aimed at improving audiovisual reception through the use of video and audiovisual language ZLWKLQ ZHOOVWUXFWXUHG WDVNV LQVHUWHG LQ DQ LQQRYDWLYH PRELOH DSSOLFDWLRQ Keywords: $XGLRYLVXDO UHFHSWLRQ OLVWHQLQJ FRPSUHKHQVLRQ DXGLRYLVXDO ODQJXDJH IRUHLJQ ODQJXDJH OHDUQLQJ 0RELOH $VVLVWHG /DQJXDJH /HDUQLQJ La recepción audiovisual y el aprendizaje móvil: Cubriendo necesidades con apoyo tec nológico RESUMEN: /D HQVHxDQ]D GH OD FRPSUHQVLyQ RUDO VLHPSUH KD VLGR XQD DUGXD WDUHD GDGD OD VXEMHWLYLGDG LQWUtQVHFD GH HVWD GHVWUH]D (VWH SXHGH VHU XQR GH ORV PRWLYRV SRU HO TXH ODV PHWRGRORJtDV WUDGLFLRQDOHV GH HQVHxDQ]D GH OHQJXDV H[WUDQMHUDV VH KDQ FHQWUDGR PiV HQ VX HYDOXDFLyQ TXH HQ VX GHVDUUROOR +R\ GtD GHEHUtDPRV KDEODU HQ WpUPLQRV GH GHVWUH]DV GH UHFHSFLyQ DXGLRYLVXDO GDGD OD FDQWLGDG GH LQIRUPDFLyQ UHFLELGD GH HVWH PRGR \ ORV LPSRU WDQWHV FDPELRV HGXFDWLYRV VXUJLGRV GH ORV ~OWLPRV DYDQFHV WHFQROyJLFRV (O SUHVHQWH DUWtFXOR RIUHFH XQD SURSXHVWD PHWRGROyJLFD EDVDGD HQ OD PHMRUD GH OD UHFHSFLyQ DXGLRYLVXDO D WUDYpV del uso del video y del lenguaje audiovisual partiendo de una serie de tareas estructuradas LQFOXLGDV HQ XQD LQQRYDGRUD DSOLFDFLyQ PyYLO Palabras clave: 5HFHSFLyQ DXGLRYLVXDO FRPSUHQVLyQ RUDO OHQJXDMH DXGLRYLVXDO HQVHxDQ]D GH OHQJXDV H[WUDQMHUDV $SUHQGL]DMH GH /HQJXDV D WUDYpV GH 'LVSRVLWLYRV 0yYLOHV 1. INTRODUCTION ,W LV RIWHQ VDLG WKDW RQH RI WKH PRVW FRPSOH[ FRPPXQLFDWLYH DFWLYLWLHV WR GH¿QH WHDFK DQG OHDUQ LV OLVWHQLQJ FRPSUHKHQVLRQ 7KLV LV D IDFW JLYHQ WKH ZLGH YDULHW\ RI SURFHVVHV WKDW WDNH SDUW LQ WKH LQGLYLGXDO ZKHQ WKLV VNLOO LV XVHG QHXURORJLFDO OLQJXLVWLF SV\FKROLQJXLVWLF DQG SUDJPDWLF 7KLV PD\ EH RQH RI WKH UHDVRQV ZK\ LW LV D VNLOO WKDW KDV VRPHKRZ EHHQ OHIW EHKLQG DV IDU DV UHVHDUFK LV FRQFHUQHG ZLWKLQ WKH ¿HOG RI IRUHLJQ ODQJXDJH / OHDUQLQJ 7KLV RYHUVLJKW LV HYHQ PRUH DFXWH ZKHQ LW FRPHV WR LWV XVH ZLWKLQ &RPSXWHU $VVLVWHG /DQJXDJH

Transcript of Audiovisual reception and MALL: adapting technology to real needs

PORTA  LINGUARUM  24,  junio  2015   33-­46

Audiovisual   Reception   and   MALL:   Adapting  Technology   to  Real  NeedsNOA  TALAVÁN

JOSÉ  JAVIER  ÁVILA-­CABRERA

Universidad  Nacional  de  Educación  a  Distancia,  UNED

Received:   4   June   2014   /  Accepted:   9  November   2014ISSN:   1697-­7467

ABSTRACT:  

foreign  language  learning  methodologies  have  most  often  been  aimed  at  its  assessment  than  

aimed  at  improving  audiovisual  reception  through  the  use  of  video  and  audiovisual  language  

Keywords:  

La  recepción  audiovisual  y  el  aprendizaje  móvil:  Cubriendo  necesidades  con  apoyo  tec-­nológico

RESUMEN:  

del  uso  del  video  y  del  lenguaje  audiovisual  partiendo  de  una  serie  de  tareas  estructuradas  

Palabras  clave:  

1.   INTRODUCTION

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the   presentation   of   an   innovative   proposal   involving   the   use   a   mobile   application   for   the  

2.  THE  NATURE   OF  LISTENING  COMPREHENSION    

2001:71)  with   the  corresponding  description   in   terms  of   levels  and  can-­do  statements:  “Can  

a  very   subjective  mental  process  where  a  particular  person  builds   the  global  meaning  of  an  

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3.  AUDIOVISUAL   LANGUAGE  

The  use  of  video  for  language  learning  purposes  has  been  largely  discussed  throughout  

The   use   of   video   in   class   entails   the   combination   of   verbal   and   non-­verbal   elements  -­

It   should   be   noted   that   the   language   contained   in  most   videos   used   in   class   is   neither  

As   the   power   of   audiovisual   language   lies   in   its   perfect   combination   of   spontaneous  -­

are   easier   than   those   that   include   meaning   negotiation   and   so   are   a   perfect   start   point   for  

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simil

1  

Friends  Longman  Grammar  Corpus  

-­matographic  language  of  11  American  movies  contrasted  with  the  Longman  Spoken  American  Corpus  

conversational   components  with   others   included   in   the  British  National  Corpus

to   be   even   more   pedagogically   appropriate   than   the   one   spontaneous   conversation   could  

4.  TEACHING  AVR

  1  

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stening  compre-­hensi

be  enhanced  are   the  corresponding   learning   strategies   that   can  help   learners   to  develop   this  

et   al

accounted  for  the  roles  played  by  metacognitive  strategies  regarding  listening  comprehension  

et  al

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It   is   impossible   to   close   this   section   without   commenting   on   the   various   modes   of  -­

teachers   and   material   developers   have   to   decide   on   the   assessment   approach   and   the   type  

5.  AUDIOVISUAL  RECEPTION   AND  MOBILE  ASSISTED  LANGUAGE   LEARNING  

 

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The   gap   between   technology   and   pedagogy   can   and   should   be   bridged   by   means   of  

et   al

et  al

6.   PROPOSAL   OF   A  MALL  APPLICATION   TO  DEVELOP   AND  ASSESS  AVR

proposal  presented  below  attempts  to  help  us  cover  this  gap  by  designing  a  mobile  app  with  

 Friends

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Figure   1.   VIOLIN  welcome   screen

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How   about   going   to   the   cinema?   /  …and  …to   the   theatre?   /…you   might   want  to   try   this   /   Let’s   do   this…   /  What   about…?

teaching   students   how   to   predict   information   and   select   the   appropriate   cues   that  

    Time   to  watch   the  clip  

    Time   to  watch   the  video  again  -­

ples:  yeah   /  go  over   /  come  on…

practice   to   try   to   understand   the   gist   of   the   funniest   situation/spot   of  

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-­derstand   the   video:

no)

Attentive   and   interactive   listening   are   not   included   here   given   the   non-­bidirectional  

7.  CONCLUSION

assumptions  regarding  the  nature  of  listening  comprehension  and  more  recent  approaches  that  

The   vast   number   of   resources   available   nowadays   can   help   teachers   and   researchers  

the   traditional   approaches   that   basically   focused   on   the   passive   and   isolated   assessment   of  

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Acknowledgements

8.  REFERENCES

Listening   Comprehension   Strategies   of   Arabic-­Speaking   ESL   Learners

Technical   Communication

Modern   language  Journal

Foreign  Language  AnnalsSpeakers,  Listeners  and  Communication.  Assessing   Listening

Cypriot   Journal   of  Educational   Sciences

Revista  Española   de   Lingüística   Aplicada   (RESLA)

Foreign  Language  Annals

Language  and  Learning  &  Technology

Testing   Language  Ability   in   the   Classroom

CALI-­CO  journal https:

Common  European  Framework  of  Reference  for  Languages:  Learning,  Teaching,  Assessment

-­Abstracts   of   the   5th  Corpus   Linguistics  ConferenceA  Preliminary  Inquiry  into  the  Successful  and  Unsuccessful  Listening  Strategies  

of  Beginning  College  Japanese  Students

Teaching  Listening   in   the   Language  Classroom

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eMélanges  Pédagogiques

in  Computers   and  EducationOn  Listening  Comprehension:   Linguistic   Strategies  Used   by   Second  Lan-­

guage  Learners  in  Non-­Collaborative  Course

ERIC   Document   Reproduction   Service

Second   Language   Teaching   and   Learning

International   Journal   of   Learning  Technology

Applied   LinguisticsTelevision  Dialogue:   The   Sitcom  Friends   vs.   Natural   Conversation -­

CALICO  Journalcalico/article/view/22/42

Translation,  Technology  and  Autonomy  in  Language  Teaching  and  Learning  

The   International   Journal   of   LearningTeaching   and  Researching  ListeningImproving   Foreign   Language   Listening   Comprehension

The   Effects   of   Topic   Familiarity   on   Second   Language   Listening  Comprehension   of   University   Students   of   Spanish

TESOL-­SPAIN  Newsletter

EPOS

La  subtitulación  en  el  aprendizaje  de  lenguas  extranjerasProceedings  of   the   IADIS   International  Confe-­

rence  Mobile   Learning

Foreign  Language  Annals

Applied   Linguistics

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Handbook   of   Research   in   Second   Language   Teaching   and   Learning Volume   II

in   mLearn

  Computer   Assisted   Language   Lear-­ning

Friends