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Department of English and American Studies English Language and Literature Watching TV: Improving Listening Skills Through Repea Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Tomas Tomsu Watching TV: Improving Listening Skills Through Repeated and Sequential Watching Bachelor's Diploma Thesis Supervisor: PhDr. Kateřina Tomková, Ph. D. 2018 / declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. Author's signature I would like to thank my supervisor for valuable advice and guidance through writing process. I would also like to thank Mrs. Prokopova and students of the Septima class for their participation in my research project. Last, but not least, I want to thank my parents for their support. ii Table of Contents 1. Introduction 1 1.1. Motivation 1 1.2. Aim 2 1.3. Organization 3 2. Theoretical part 4 2.1. Spoken Discourse 4 2.1.1. Flow Rate of Spoken Discourse 4 2.1.2. Limiting Factors of Comprehension 5 2.2. Teaching Listening Comprehension 6 2.2.1. Teacher vs. Student Focus 7 2.3. Repetition 7 2.3.1. Exact vs. Varied Repetition 9 2.4. Language Acquisition 10 2.4.1. Consciousness in Language Acquisition 10 2.4.2. The Compelling Input Hypothesis 11 2.4.3. Second Language Acquisition Through Watching Subtitled TV 12 2.4.3.1. Significance of Subtitles 13 2.4.3.2. Native Language Subtitles 14 2.4.3.3. Non-Native Language Subtitles 15 2.5. Television Shows 15 iii 2.5.1. Script Knowledge 16 3. Research Section 18 3.1. Introduction 18 3.1.1. Research project 19 3.1.1.1. Listening Material and its Difficulty 20 3.1.1.2. Background Information Questionnaire 21 3.1.2. Groups 22 3.1.2.1. Group A 22 3.1.2.2. Group B 23 3.1.2.3. Group X 24 3.2. Analysis of the Exercises 26 3.2.1. Exercise 1 26 3.2.1.1. Exercise 1 Subsection A 27 3.2.1.2. Exercise 1 Subsection B 29 3.2.2. Exercise 2 31 3.2.3. Exercise 3 33 3.3. Research Results 35 4. Conclusion 38 Sources 41 Works Cited 42 Resume 45 Resume in Czech 46 iv Appendix I - From Friends season 6 episode 7 47 Appendix II - From The Big Bang Theory season 2 episode 22 48 Appendix III - From Friends season 6 episode 9 50 Appendix IV - The Big Bang Theory season 4 episode 4 52 Appendix V - From Friends season 6 episode 9 56 Appendix VI - The Big Bang Theory season 4 episode 4 59 Appendix VII - Background Questionnaire 61 Appendix VIII - Group A Instructions 62 Appendix IX - Group B Instructions 63 v List of Tables Table 1 - Exercise 1A Correct Answers 27 Table 2 - Exercise 1A Answers 28 Table 3 - Exercise IB Correct Answers 29 Table 4 - Exercise IB Answers 30 Table 5 - Exercise 2A Answers 32 Table 6 - Exercise 2B Answers 33 Table 7 - Exercise 3A and 3B Answers 34 Table 8 - Overall Results 37 vi 1. Introduction 1.1. Motivation In order to be able to compete on a job market or in life in general it is almost necessary to be able to speak a foreign language. Original content in English is omnipresent in our lives, whether you like it or not. You need at least basic working understanding of English in order to be able to read articles on the internet, the news and to watch YouTube videos, movies or TV shows. The sooner you start learning, the better. Like the most of my peers I have received 13 years' worth of English language education and my results could be described as average with marks somewhere between B and C through all four years of grammar school. Yet there was always one thing I was the top of the class at and that thing was listening comprehension. Listening exercises were always my favorite and I rarely received B or worse marks. One thing I did consistently throughout those years was watching a lot of TV shows and playing computer games. After finishing one TV series I would go and watch it again. It was not an unusual thing for me to watch my favorite episodes of Top Gear, Friends or The Big Bang Theory over and over again until the point I was able to memorize the entire conversations by heart. This simple thing meant that I could use vocabulary and phrases in conversations. It is not an exaggeration when I say that my English teachers have been people like Jeremy Clarkson, Matt LeBlanc or Jennifer Aniston. And the similar thing applies to my brother who I had a chance to observe for a long time and was able to see how his English skill grew rapidly when he started watching TV shows in English. Seeing that this method of self-study has been beneficial for me and people close to me, I decided to propose an experiment to find out, whether the repeated contact with content in English will be beneficial for the selected group of students. They were divided 1 into three groups and were asked to complete several exercises. Each of the group had a different level of preparedness coming into the test. Over the course of two weeks the students of the first group were subjected to repeated watching of two episodes of Friends and The Big Bang Theory for three times, while the second group was supposed to watch six different episodes of each show once and third group did not receive any preparation at all. By comparing the results I would like to find out whether the students' preparation and time invested into watching TV have paid off. 1.2. Aim The aim of this thesis is to determine whether the repeated watching of TV series in English is beneficial for the development of learners listening skills. The research project was designed to determine if there is a difference between the students subjected to repeated watching and single watching approach to TV series and whether their performance in the test is by any means superior to the performance of the group of students that have not seen the episodes in preparation for the testing at all. My research questions are as follows: How well will the students asked to watch the episodes in advance perform in comparison with students that will watch the material for the first time when they are subjected to the testing? Is repeated watching of the same episode of TV series more effective method of acquiring listening skills than watching multiple episodes once? Will the difference between the three groups of students be measurable in the short term experiment? My expectations going into the experiment are that there will be significant difference between the students from all groups. Most of the students from group that was 2 not prepared for the testing to are expected to reach approximately 30 points out of 50, while the students from the group of repeated watchers should be able to reach an average of 40 points or more with ease. The students who watched multiple episodes only once will likely place somewhere between the two groups mentioned above. As to the third research question I find it hard to predict the outcome but I believe that the students that have seen the episodes three times in two weeks are likely to memorize much more than their peers. 1.3. Organization In introduction author provides reasoning behind his motivation to choose this subject for his thesis. The objectives of this thesis are described in aim section. Organization gives details regarding the structure of this work. The theoretical part aims to describe spoken discourse, language teaching and acquisition and the role of TV in teaching language skills as well as benefits of subtitling. The research section describes the research that was conducted. It includes the description of the project and authors expectations, research strategy, overview of the students' familiarity with TV shows used in test as well as their extracurricular activities and detailed analysis of the results of the exercises. The Appendix includes the questionnaire about the students' background information, the transcripts of the six clips used for the testing, and the material provided to the students explaining briefly the project and giving them all necessary information. 3 2. Theoretical part 2.1. Spoken Discourse Life in the 21st century is hardly imaginable without one of its key components. Communication. Communication is omnipresent in the everyday life of most humans on this planet. In order for the communication to be effective, the human race gradually developed a system of sounds we call speech. In order for this communication to work we need at least two participants: speaker and listener. "Listening is a key language skill, it has a crucial role in the language acquisition process, and its development is of prime concern to language teachers. Consequently, it has been a cornerstone of many theories of second language acquisition. (Basaran, 2012, p.702) According to Kutlu: "Listening comprehension is the process of one individual perceiving another via sense, (specifically aural) organs, assigning a meaning to the message and comprehending it. It is the fundamental and indispensable prerequisite of individual communication in the social life" (2009, pp.2013). Newborn's first encounter with the attempts to communicate is through listening to the voice of his parents, while trying to comprehend the meaning of the sounds and then to replicate them, thus acquiring the language. "As the children learns his native language he comes to expect certain patterns of sound and not others." (Rivers, 1966, p.
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