| o what extent does the use of guided listening strategies, a key vocabulary strategy, or a combination of the two affect beginning foreign language learners' listening comprehension of computer-assisted videodisc-based language materials?;Random selection and assignment of 64 freshmen cadets at the United States Air Force Academy resulted in placement into one of three experimental groups or a control group. The subjects were second semester beginning German students. The research design was an experimental randomized control group with posttest only. The experiment took place on four consecutive days, on three of which the cadets viewed different lesson materials (three distinct lessons--a different video clip each day). All groups viewed computer-controlled videodisc-based lesson materials (full motion video and audio) two times in an overview mode (no pausing permitted) and one additional time with the ability to listen and view the lesson phrase by phrase while seeing the target language text during the viewing and listening of each phrase. Each group had a detailed instruction booklet outlining the step-by-step flow through the lesson. The booklets appeared identical on the cover except for the small labels (S, T, ST, NT) and differed by content, based on the strategy provided to each group.;The guided listening group (S) focused on contextual clues and target language synonym definitions of selected words. No English was available. The key vocabulary group (T) focused on five to seven target language words with English definitions. The combined strategies group (ST) received both guided listening strategies and key vocabulary strategies. The control group (NT) simply viewed the video according to the step-by-step instructions in a booklet.;I analyzed the scores from the written immediate recall protocol and multiple choice instruments using a 2... |
