字幕付きビデオ教材の有効性とその指導法 : 『ローマの休日』を中心として

概要

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This paper is an outcome of the group research on the use of video film Roman Holiday at senior high school and college levels in Japan. The first three papers concern classroom experiments, part and parcel of which were presented at the 12th annual conference of the Society of English Studies held in Hakodate, Hokkaido on August 26,1994. The last two papers aim to complement the validity of the experiments reported in the first three papers. HIRAKAWA emphasizes the important roles of Japanese subtitles and comprehension questions in teaching English to freslmen and sophomores at university level. She claims that Japanese subtitles, quickly read in advance by the students, can work as schemata with which they can infer and predict what they are going to listen to. She also maintains that by comprehension questions they are effectively guided (1) to get to the meaning through the clue words, (2) to realize the stylistic differences in the language used, (3) to appreciate the double meanings of some phrases, (4) to grasp the crucial words of the film.
英米文化学会の論文
1995-03-31