This document summarizes a study that examined how the visual content of news videos influences comprehension. The study analyzed 5 BBC news videos using a four-category coding system to classify shots based on the semantic relationship between visuals and audio. Results showed that talking head shots provided little benefit to comprehension, while direct shots facilitated understanding. Indirect and divergent shots sometimes helped or hindered comprehension depending on how related they were to the audio. The study provides implications for how news videos can be used pedagogically.

1. Comprehending news videotexts:
the influence of the visual content
Number : 10122611
Name : Rickie
Instructor : Teresa, Hsu
Date : Dec.03 1

2. Content
Ⅰ Introduction
Ⅱ Literature review
Ⅲ Methodology
Ⅳ Result & Conclusion
Ⅴ Reflection
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3. Citation
Cross, J. (2011).Comprehending news
videotexts: the influence of the visual content.
Language Learning & Technology, 15(2), 44-68.
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4. Introduction
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5. Definition of terms
CGT: computer-generated text.
CGA: computer-generated animation.
MM : multimedia.
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6. Background
This study is based on
Paivio’s(1971,1990,2007) dual coding
theory and this theory provides a coherent
account of how separate verbal and
nonverbal psychical representations are
collectively processed.
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7. Four-category coding system
Close-up shots of the Semantic equivalence
head and upper body between aural and
of reporters visual information
Talking head Direct
Referring to audio and Referring to audio and
visual content has visual content is
partial semantic unrelated or possibly
redundancy contradictory
Indirect Divergent
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8. Purpose
This study is aim to examine the manner of influence of
the audiovisual content on learners’ comprehension, excerpts
of dialogue from each pair were cross-referenced to the
relevant shots.
L1 L2
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9. Literature review
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10. Literature review
Movies and music videos are at the less-structured
end of the continuum, while news, talk shows, and
soap operas are notably tightly structured in
contrast.
(Meinhof, 1998)
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11. Literature review
Utilized her coding system to good effect in
examining a sample of Dutch news videotexts, and
summarized in writing the visual content of shots and
the concurrent verbal content, and noted the duration
in seconds for each shot.
(Walma van der Molen, 2001)
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12. Literature review
Identified seven aspects related to the role of visual
information. (Gruba, 2004)
1.Listeners utilize visual elements to identify text type.
2.Listeners may utilize decoded written text to form an initial macrostructure.
3.Listeners may utilize visual elements to generate a number of tentative
hypotheses.
4.Listeners may utilize visual elements to confirm an emerging interpretation.
5.The presence of a visual element may help listeners narrow an interpretation
from amongst other plausible meanings.
6.Visual elements may confuse or hinder interpretation.
7.At times, visual elements add little to the development of a macrostructure.
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13. Methodology
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14. Participants
• Twenty EFL female learners studying at a
language school in central Japan.
TO
22 years old 55 years old
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15. PROCEDURE
Five Each lesson Quantified their
90-minute audiovisual
BBC news
factors
Using
Molen’s four- For five weeks Each lesson 90-
category dual minute
coding
system 15

16. Table 1.Examples of the four coding category in
Basra Deaths.
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17. 17

18. .
Table 3 The types of visual content and their distribution in
seconds as a percentage for each of the five news videotexts.
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19. 19

20. 20

21. .
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23. 23

24. Result
Several learners’ reports reflected that they felt visual content in
Talking head shots provided little of semantic value to facilitate their
understanding, and thus they tended to direct their attention to the
contiguous aural content.
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25. Result
Divergent is that, although other segments contained disparate audio
and visual content, the storyline of the audio and the associated visual
images were related to previous segments in the news videotext.
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26. Implication for pedagogy
Jeremy Cross(2011)
Such aspects need to be made explicit to learners if they are
to better deal with the audiovisual vagaries of news videotexts
For achieving, is to present learners with a range of part and
ask them to compare and discuss the transcript of the aural
content with the visuals they see.
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27. Conclusion
Talking
seemed to have little influence on
head comprehension.
Direct was typically facilitative of
comprehension.
reflected in the hand gestures of the
Indirect reporter and in standard scenes
seemed particularly problematic when
Divergent it was notably incongruous with the
evolving news videotext storyline.
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28. Conclusion
 This study identified and examined the
various audiovisual characteristics of (BBC)
news videotexts.
 The analysis revealed other influences of the
visual content on comprehension such as its
role in assiting comprehension.
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29. Limitation
 There is a need for L2 listening
pedagogy to offer more Implications for
using news videotext in future.
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30. Reflection
 Dual coding theory supply a useful and
reliable perspective for explaining possible
reasons through the visual content of news
videotexts in listener’s learning process.
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