This article presents strategies for reading visual images. It illustrates how visual systems inform the process of listening for the meaning of foreign language words and phrases.' We propose that the ability to read picture sequences as meaningful systems constitutes an important "visual literacy" that is essential for verbal comprehension of videos: An ability to recognize that visual images-such as what the camera focuses on, how much or how little is shown, and which people or objects are visually dominant or subordinate to otherssuggest a pattern of values. Identifying values implied by these pictorial messages, we propose, helps students recognize how pictorial messages are underscored and elaborated in a video's spoken language. For this undertaking, we first briefly review key research and pedagogy in the field and then present an exercise sequence for video use that proceeds from visual to verbal systems appropriate for beginning language instruction. In conclusion, we suggest ways in which our strategies apply to a larger curricular program that integrates media in its overall learning objectives. AN OVERVIEW OF LITERATURE ON FOREIGN LANGUAGE LISTENING COMPREHENSION AND VIDEO VIEWINGMost foreign language (FL) teachers acknowledge that videos expose students to authentic materials and to voices, dialects, and registers other than the teacher's and provide cultural contexts for that FL (Berwald, 1985;

This article presents strategies for reading visual images. It illustrates how visual systems inform the process of listening for the meaning of foreign language words and phrases.' We propose that the ability to read picture sequences as meaningful systems constitutes an important "visual literacy" that is essential for verbal comprehension of videos: An ability to recognize that visual images-such as what the camera focuses on, how much or how little is shown, and which people or objects are visually dominant or subordinate to otherssuggest a pattern of values. Identifying values implied by these pictorial messages, we propose, helps students recognize how pictorial messages are underscored and elaborated in a video's spoken language. For this undertaking, we first briefly review key research and pedagogy in the field and then present an exercise sequence for video use that proceeds from visual to verbal systems appropriate for beginning language instruction. In conclusion, we suggest ways in which our strategies apply to a larger curricular program that integrates media in its overall learning objectives. AN OVERVIEW OF LITERATURE ON FOREIGN LANGUAGE LISTENING COMPREHENSION AND VIDEO VIEWINGMost foreign language (FL) teachers acknowledge that videos expose students to authentic materials and to voices, dialects, and registers other than the teacher's and provide cultural contexts for that FL (Berwald, 1985;

This paper investigates the role of gesture in instruction giving and in instruction receiving during a cooking lesson. Gestures and embodied actions are not entirely a speaker 's phenomenon but arc oriented to and also used by listeners as well. We will focus primarily on the recipient and his/her orientation to verbal and embodied instruction giving.Instructions are broken down into smaller sequences (Wright & Hull, 1990). This paper analyzes three-relevant next actions which can follow the instruct turn: ( I ) embodied instinct receipt tokens (head nod); (2) embodied repetition of the embodied instruct; and(3) repair.In general, an embodied action can be coined as an "embodied instruct ". And once understood as such by all participants, it is available to all participants in subsequent sequences. Thus an embodied gesture can "travel" from one participant to another.

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