2013 Fiscal Year Research-status Report
Improving English Listening and Reading Comprehension via Using Visuals
| Project/Area Number |
25770206
|
|---|
| Research Category |
Grant-in-Aid for Young Scientists (B)
|
| Research Institution | The University of Aizu |
|---|
Principal Investigator |
HEO Younghyon 会津大学, コンピュータ理工学部, 准教授 (10631476)
|
|---|
| Project Period (FY) |
2013-04-01 – 2015-03-31
|
| Keywords | visual / picture / reading comprehension / listening comprehension / vocabulary memorization |
|---|
| Research Abstract |
Students enrolled in two English classes at UoA participated in the study. Materials were divided into two types: 1) ones with extensive use of pictures in the listening/reading/wordlist and 2) others without any visuals. Each class participated in four sessions (two sessions with materials containing visuals and the other two sessions with materials containing only texts). Each session consists of 1) presentation of materials, 2) a quiz on the materials and 3) a vocabulary quiz on the items from the previous week session. A vocabulary quiz was administered one week after the words are taught to test how much they memorize after a week interval.
The results show that the materials with extensive use of visuals were better understood/memorized by participants. The largest effect of using visuals was found in the vocabulary memorization. When wordlists are provided with relevant pictures, students could remember them far better than when only the definitions are given. Anecdotal reports from students also indicate that using visuals brings positive effects. They said that materials with visuals are far more interesting and easier to understand. Also, they can concentrate better with visuals while they get bored easily with materials without visuals.
While test materials were provided with computer screens in a class setting, it was further tested whether reading materials with visuals can be read easily using a smaller screen of a portable device. it was confirmed that these materials containing visuals can be used for self-study just like as they read e-books.
|
| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
I was planning to report the results at a conference in 2013, but I decided that it is better to present them at the JALT conference held in July (Summer Seminar 2014 on Language Teaching and Learning, sponsored by JALT). Therefore, 80,127 yen of travel cost has been carried over to 2014.
|
| Strategy for Future Research Activity |
In 2014, listening and reading materials using visuals will be developed based on the results of the experiments conducted in 2013. Wordlists containing visuals will be distributed to students so that they can memorize them more easily as it was found in the experiment. Not only intermediate level materials but also intermediate-to-high level listening/reading materials will be provided with visuals since it will be helpful the most if they are provided with some hints on vocabulary items. Although, it will be quite challenging to find suitable pictures for abstract words and concepts, but it will be good to experiment how difficult and abstract terms can be visualized in the mind of Japanese learners of English.
I will consult with language teaching experts regarding the process of selecting suitable visuals and the effective ways of presenting/incorporating them in listening and reading. There must be some cultural and psychological factors to be considered in visualizing English words and concepts in a way that Japanese students can understand. As it is so with any two languages, the difference between Japanese and English is not only about language issues, but it rather encompasses social, cultural and psychological issues. Therefore, it will be useful to ask for help of language teachings experts with extensive knowledge of cross-cultural issues.
The results will be introduced at a conference so that we can 1) promote the use of more visuals in English listening/reading and 2) make further modifications based on the comments and suggestions.
|
| Expenditure Plans for the Next FY Research Funding |
A plan to attend a conference has been delayed. I was planning to report the results at a conference in 2013, but I found a conference held in 2014 that better suits my research theme. Therefore, 80,127 yen of travel cost has been carried over to 2014.
I will attend the JALT (Japan Association for Language Teaching) conference held in July, 2014 (Summer Seminar 2014 on Language Teaching and Learning, sponsored by JALT).
|
