A Study of Multimodal Effects on ESP Listening Comprehension

DOI

10.2991/emcs-17.2017.189How to use a DOI?

Keywords

Multimodality; Listening Comprehension; Visual; Auditory; Subtitle

Abstract

This study inquires into the effect of multimodality on ESP listening comprehension by examining the students' English summaries of the audiovisual recording material that comprises 51 semantic units. The study objects are 120 randomly chosen pilot cadets, who are split evenly into 4 groups: 1 control group and 3 test groups. For each group, the material is presented three times but with a different combination of multimodal. Then by using SPSS (17.0), single factor ANOVA and Post Hoc multiple tests are applied to analyze the collected data so as to find out effects of multimodality on ESP listening teaching. The study indicates that proper use of multimodality can significantly improve students' listening comprehension and visual modality has to correspond to audio modality information in order to produce desired effects. The study also demonstrates that target language subtitles are more helpful than native ones for listening comprehension.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yanan Tao
AU  - Licheng Luo
AU  - Yan Zhao
PY  - 2017/03
DA  - 2017/03
TI  - A Study of Multimodal Effects on ESP Listening Comprehension
BT  - Proceedings of the 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017)
PB  - Atlantis Press
SP  - 978
EP  - 981
SN  - 2352-538X
UR  - https://doi.org/10.2991/emcs-17.2017.189
DO  - 10.2991/emcs-17.2017.189
ID  - Tao2017/03
ER  -