Abstract

The last decade has witnessed an increasing number of studies into the role of multimodal input (e.g., video, subtitled video, captioned video) for second language learning. This is not surprising since L2 multimodal input is easily available (e.g., DVD, YouTube, TV, streaming services) and it offers valuable opportunities for exposure to L2 input outside the formal classroom context (e.g., Lindgren & Muñoz, 2013). In addition, the combination of different input modalities such as imagery, audio, and text has been found to stimulate various aspects of L2 learning such as listening and vocabulary. In this talk, I will use examples of studies that I was recently involved in as well as other recent research to address the use and effectiveness of multimodal input for promoting L2 listening. More particularly, I will present findings on the effectiveness of different types of on-screen text such as captions (i.e., L2 subtitles), keyword captions, and glossed captions (which provide access to word meaning) for L2 listening comprehension and speech decoding. I will also focus on the role of input-related variables (e.g., imagery, amount of exposure) and learner-related variables (e.g., prior knowledge). In order to conclude this presentation, I will highlight a number of pedagogical implications that emerge from this research (e.g., Montero Perez, 2019) as well as avenues for future research.

Abstract

Recent advances in technology have transformed the learning, teaching, and assessment of second language (L2) listening, which is considered to be the most under-researched and least well understood skill (Ockey & Wagner, 2018). With most listening situations in the contemporary media-saturated world being inextricably linked to technology, the nature of the interrelationship between listening and technology is multifaceted and complex (Hubbard, 2017). In this presentation, I will aim at unraveling this complexity by discussing the current trends in L2 listening assessment practice and research through the lens of three main functions of technology: enabling, enhancing, and transforming. Technology can enable L2 listening assessment by serving as a tool for access and delivery (e.g., using multimedia as a stimulus in a video-mediated listening test). The enhancing function of technology entails augmentation of the process of L2 listening assessment (e.g., through the use of innovative item types for computerized testing). Finally, the transforming function of technology resides in its ability to empower researchers to investigate processes and strategies that underlie L2 learners’ performance on listening tests (e.g., via eye tracking and neuroimaging). I will conclude the presentation with an overview of future directions related to the use of technology in the context of L2 listening assessment.

Abstract

Listening has long been regarded as central to language learning, yet its value was traditionally minimized due to the difficulties in accessing a range of useful material. That is no longer true in the digital age, where free online materials either devoted to or suitable for supporting the development of language and listening skills abound. However, for students outside of a formal class structure, there are a number of challenges in making effective use of this opportunity. These include:

1. identifying and controlling technologies and tools for language learning including the use of transcripts, captions, translations, glossaries, linked dictionaries, and speed controls;

2. locating and selecting appropriate digital audio and video resources for independent learning, and

3. determining paths through that material that will maintain motivation while supporting language development.

I argue that the teacher has a central role to play in helping language learners move beyond the structured activities of the classroom to independent listening for language development. The talk discusses the role of learner training in achieving that goal and includes examples from the presenter’s advanced listening and vocabulary course. The notes from that course will be made available to the audience.