Deep Listening: Transcribing Videos to Enhance Learners’ FL Listening Skills

Ricardo Casañ Pitarch

doi:10.18778/1731-7533.22.2.01

Authors

Ricardo Casañ Pitarch Universitat Politècnica de València

DOI:

https://doi.org/10.18778/1731-7533.22.2.01

Keywords:

Deep Listening, Transcription, Listening Skills, Foreign Language Learning

Abstract

Deep listening is an educational approach that involves a high degree of concertation to decode a message. Transcribing is one of the most usual activities within this approach. This research aims to assess the efficiency of the deep listening approach among engineering degree students taking the subject of English B2. The students had to transcribe six videos in a period of twelve weeks, and their progress was measured with three listening tests that the students had to complete before, during, and after the twelve weeks. Their results were compared to those of a control group that watched the same videos. However, their exercises consisted of responding to open questions about the content of each video. Results showed that the experimental group had more significant progress than the control group, especially during the first six weeks of the experiment. In conclusion, the deep listening approach, more concretely transcription, seems to be a valuable resource for teachers that helps learners further develop their listening skills.

Author Biography

Ricardo Casañ Pitarch, Universitat Politècnica de València

Dr. Ricardo Casañ Pitarch is a professor in the Department of Applied Linguistics of Universitat Politècnica de València (Spain). His main research interests are related to applied linguistics, more concretely, discourse analysis, foreign language teaching, and ICT. His latest publications and communications focus on genre analyses of specific discourse forms and the use of video games in foreign language teaching.

References

Baddeley, A. (1992). Working memory. Science, 255 (5044), 556–559. https://doi.org/10.1126/science.1736359 DOI: https://doi.org/10.1126/science.1736359

Brown, G., & Yule, G. (1983). Teaching the spoken language (Vol. 2). Cambridge University Press.

Byram, M. (1997). 'Cultural awareness' as vocabulary learning. Language learning journal, 16 (1), 51–57. https://doi.org/10.1080/09571739785200291 DOI: https://doi.org/10.1080/09571739785200291

Buck, G. (2017). Assessing listening in a second language. Cambridge University Press.

Clark, G. (1993). The Ango Kaidoku technique for learning foreign languages. Dobun-Shoin.

Cooke, S. D. (2013). Examining transcription, autonomy and reflective practice in language development. Relc Journal, 44 (1), 75–85. https://doi.org/10.1177/0033688212473271 DOI: https://doi.org/10.1177/0033688212473271

Danan, M. (2016). Enhancing listening with captions and transcripts: Exploring learner differences. Applied Language Learning, 26 (2), 1–24.

Dignen B. (2011). Communicating across cultures. Cambridge University Press.

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486 DOI: https://doi.org/10.2307/3588486

Duranti, A. (1997). Universal and culture‐specific properties of greetings. Journal of Linguistic Anthropology, 7 (1), 63–97. https://www.jstor.org/stable/43103940 DOI: https://doi.org/10.1525/jlin.1997.7.1.63

Ferdiansyah, V. & Nakagawa, S (2013). Effect of captioning lecture videos for learning in a foreign language. IPSJ SIG Technical Report, 13. http://www.slp.cs.tut.ac.jp/old_2013/Material_for_Our_Studies/Papers/shiryou_last/2013-WS-04.pdf

Grace-Kim, Y.S. (2022). Do written language bursts mediate the relations of language, cognitive, and transcription skills to writing quality? Written communication, 39 (2), 200–227. https://doi.org/10.1177/074108832110687 DOI: https://doi.org/10.1177/07410883211068753

Graham, S. (2017). Listening comprehension: The learners' perspective. Language Teaching Research, 21 (4), 437–455. https://doi.org/10.1016/j.system.2005.11.001 DOI: https://doi.org/10.1016/j.system.2005.11.001

Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge University Press.

Harmer, J. (2015). The practice of English language teaching. Pearson Education Limited.

Hoskins, C., Sasaki, Y., & Johnson, I. (2004). Focused listening: Development of a balanced listening curriculum in EAP. Language Research Bulletin, 22, 50-61. https://icu.repo.nii.ac.jp/record/2627/files/3.Hoskins-Sasaki-Johnson%20LRB%20V22.pdf

Karimi, M. N. (2013). Enhancing L2 students’ listening transcription ability through a focus on morphological awareness. Journal of Psycholinguistic Research, 42, 451-459. https://doi.org/10.1007/s10936-012-9227-1 DOI: https://doi.org/10.1007/s10936-012-9227-1

Klapuri, A. and Davy, M. (2006). Signal Processing Methods for Music Transcription. Springer-Verlag. https://doi.org/10.1007/0-387-32845-9 DOI: https://doi.org/10.1007/0-387-32845-9

Krathwohl, D. R. (2010). A revision of Bloom's taxonomy: An overview. Theory into practice, 41 (4), 212-218. https://doi.org/10.1207/s15430421tip4104_2 DOI: https://doi.org/10.1207/s15430421tip4104_2

Kotani, K., & Yoshimi, T. (2018). Listenability Measurement Based on Learners’ Transcription. The Journal of Information and Systems in Education, 18 (1), 1-6. https://doi.org/10.1007/978-981-10-8438-6_26 DOI: https://doi.org/10.12937/ejsise.18.1

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Larsen-Freeman, D. (2018). Techniques and principles in language teaching. Oxford University Press.

Levy, M. (2009). Technologies in use for second language learning. Modern Language Journal, 93(1), 769–782. https://www.jstor.org/stable/25612273 DOI: https://doi.org/10.1111/j.1540-4781.2009.00972.x

Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge University Press.

Lynch, T. (2001). Seeing what they meant: Transcribing as a route to noticing. ELT Journal, 55 (2), 124–132. https://doi.org/10.1093/elt/55.2.124 DOI: https://doi.org/10.1093/eltj/55.2.124

Meier, A. (2015). L2 incidental vocabulary acquisition through extensive listening to podcasts. Studies in Applied Linguistics and TESOL, 15 (2), 72–84. https://doi.org/10.7916/salt.v15i2.1285

Mennim, P. (2011). Learner negotiation of L2 form in transcription exercises. ELT Journal, 66 (1), 52–61. https://doi.org/10.1093/elt/ccr018 DOI: https://doi.org/10.1093/elt/ccr018

Nation, I. S. P., & Hunston, S. (2013). Vocabulary and listening and speaking. In I. S. P. Nation (Ed.), Learning vocabulary in another language (pp.161-203). Cambridge Applied Linguistics. https://doi.org/10.1017/CBO9781139858656 DOI: https://doi.org/10.1017/CBO9781139858656

Noumeir, R. (2006). Radiology interpretation process modeling. Journal of Biomedical Informatics, 39 (2), 103–114. https://doi.org/10.1016/j.jbi.2005.07.001 DOI: https://doi.org/10.1016/j.jbi.2005.07.001

Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge. DOI: https://doi.org/10.4324/9781315740553

Patkin, J. G. (2021). Transcribing in ESL: An Investigation into Role, Accuracy, and Skills. The Qualitative Report, 26(2), 588-609. https://doi.org/10.46743/2160-3715/2021.4338 DOI: https://doi.org/10.46743/2160-3715/2021.4338

Renandya, W., & Farrell, T. (2011). Teacher, the tape is too fast! Extensive listening in ELT. ELT Journal, 65 (1), pp.52-59. https://doi.org/10.1093/elt/ccq015 DOI: https://doi.org/10.1093/elt/ccq015

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press. DOI: https://doi.org/10.1017/9781009024532

Rost, M. (2002). Listening tasks and language acquisition. In Conference Proceedings of JALT 2002 (pp. 18–28). URL: https://jalt-publications.org/archive/proceedings/2002/018.pdf

Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83, 1762–1774. https://doi.org/10.1111/j.1467-8624.2012.01805.x DOI: https://doi.org/10.1111/j.1467-8624.2012.01805.x

Sheppard, B., & Butler, B. (2017). Insights into Student Listening from Paused Transcription. CATESOL Journal, 29 (2), 81–107. https://files.eric.ed.gov/fulltext/EJ1164373.pdf DOI: https://doi.org/10.5070/B5.35995

Stillwell, C., Curabba, B., Alexander, K., Kidd, A., Kim, E., Stone, P., & Wyle, C. (2010). Students transcribing tasks: Noticing fluency, accuracy, and complexity. ELT Journal, 64 (4), 445–455. https://doi.org/10.1093/elt/ccp081 DOI: https://doi.org/10.1093/elt/ccp081

Smidt, E. & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use. Computer-assisted language learning, 17 (5), 517-556. https://doi.org/10.1080/0958822042000319692 DOI: https://doi.org/10.1080/0958822042000319692

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language learning & technology, 14(2), 95–110. https://doi.org/10125/44216

Tsui, A. B. M., & Fullilove, J. (1998). Bottom-up or top-down as a discriminator of L2 listening performance. Applied Linguistics, 19 (4), 432–451. https://doi.org/10.1093/applin/19.4.432 DOI: https://doi.org/10.1093/applin/19.4.432

Underwood, M. (1989). Teaching Listening. Longman.

Vandergrift, L. (2016). Fostering second language listening comprehension: Integrating bottom-up and top-down processing. Routledge. https://doi.org/10.4324/9780203843376 DOI: https://doi.org/10.4324/9780203843376

Williams, G. J., & Larkin, R. F. (2023). Translation and Transcription Processes in the Writing Skills of Children with Developmental Language Disorder: A Systematic Review. Topics in Language Disorders, 43 (4), 283–301. https://doi.org/10.1097/TLD.0000000000000324 DOI: https://doi.org/10.1097/TLD.0000000000000324

Yibokou, K. S. (2023). 6 Influence of television series on pronunciation. In D. Toffoli, Sockett, G., & Kusyk, M. (eds.), Language Learning and Leisure: Informal Language Learning in the Digital Age (pp. 121–139). De Gruyter Mouton. https://doi.org/10.1515/9783110752441 DOI: https://doi.org/10.1515/9783110752441-006

York, J. (2020). Pedagogical considerations for teaching with games: Improving oral proficiency with self-transcription, task repetition, and online video analysis. Ludic Language Pedagogy, 2, 225–255. https://doi.org/10.55853/llp_v2Art4 DOI: https://doi.org/10.55853/llp_v2Art4