| Project/Area Number |
09680242
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| Research Category |
Grant-in-Aid for Scientific Research (C).
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | Yamagata University |
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Principal Investigator |
YAMAGUCHI Tsuneo Yamagata University, Faculty of Education, Full Professor, 教育学部, 教授 (80146745)
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| Co-Investigator(Kenkyū-buntansha) |
NAKAYAMA Kazuo Yamagata University, Faculty of Education, Associate Professor, 教育学部, 助教授 (10180431)
TOMITA Kaoru Yamagata University, Faculty of Literature and Social Sciences, Associate Professor, 人文学部, 助教授 (00227620)
NAKANISHI Tatsuya Yamagata University, Faculty of Education, Associate Professor, 教育学部, 助教授 (10217771)
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| Project Period (FY) |
1997 – 1998
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| Project Status |
Completed (Fiscal Year 1998)
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| Budget Amount *help |
¥4,000,000 (Direct Cost: ¥4,000,000)
Fiscal Year 1998: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1997: ¥3,400,000 (Direct Cost: ¥3,400,000)
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| Keywords | English as a Second Language(ESL) / visuals / cue visuals / time-scale modification / audio-visual strategies / SV-processing / captions / listening comprehension / 多重チャンネルモード / 英語字幕 / 提示モード間干渉 / 音声情報 / 視覚情報 / 語学教育 / 効果・否定特性 |
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| Research Abstract |
Varied presentation of signal-processed speech and its synchronized visuals (SV) with and without captions are demonstrated to develop helping learners of a foreign language (1) listen to authentic foreign speeches that are spoken fast with some different tonal forms and (2) watch value-bearing visual information that disappear fast with better and deeper understanding. Closed-captioned (OC) video materials, on the other hand, are designed to help those learners with difficulty in listening comprehension by reading subtitles presented on the display.
An attempt from these perspectives in this research study was made to determine some of the effects of the presentation, combined these three strategies in the ESL classroom settings. The findings are as follows : (1) Subjects are likely to rely more on captions than listening to the speech and watching visuals, thus the effect of SV is not observed, (2) Prepared cue visuals that are cut out from the learning video materials turn out to be a great contributor to the subjects' understanding in terms of listening comprehension.
From the perspective of how listening comprehension ability develops over time, captioned video materials combined with SV system are a powerful motivating tool and can be successfully used in Japan not only for improving students' listening comprehension, but also for reading and vocabulary. However, further longitudinal studies are suggested.
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