英語聴解力の指導法に関する実験的研究 : 速読と聴解の連結の効果について

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BACKGROUND A recent trend in English teaching in Japan points to the necessity of instruction with an emphasis on oral communication. At the same time, many people have directed their attention to more effective teaching methods for listening comprehension. Listening comprehension is an active process of reconstructing meaning from a message, where listeners fully utilize their own existing knowledge. This, according to Anderson (1989), is a process of grasping the meaning of each constituent or "chunk", analyzing the relationship between these constituents, and retaining the representation of the meaning as a prepositional network in working memory. If this is so, the ability of determining the meaning of each chunk, which is deeply related to the central work in the listening comprehension process, can be considered essential for developing listening comprehension. In this study, two teaching methods for developing the ability of detemining the meaning of chunks have been looked at: one is a teaching method linking rapid reading and listening, and the other is a teaching method getting students to identify the meaning of each chunk (referred to hereafter as the "chunk method"). Rapid reading encourages students to determine the meaning of each chunk from the beginning of the sentence, instead of jumping to different parts of the sentence-a common behavior of ESL students in Japan. Concerning this point, both rapid reading and listening comprehension have a similar recognition process. Therefore the method of training students to comprehend chunks from both rapid reading and listening may be an effective teaching method for listening comprehension. Also, rapid reading before listening would provide students with background information of the text (schemata) and lessen any psychological stress resulting from neologophobia-necessary factors in developing listening comprehension. This study was conducted to examine the effects of these two teaching methods for listening comprehension of English as a foreign language. PURPOSE The purpose of this study is to examine the effect of the teaching method linking rapid reading and listening, and the effect of the teaching method utilizing the chunk method. An experiment was conducted to clarify the following three points. 1. In teaching listening comprehension of English as a foreign language, the teaching method linking rapid reading and listening is more effective than just listening. 2. In teaching listening comprehension of English as a foreign language, the teaching method utilizing the chunk method is more effective than the method not utilizing it. 3. In teaching listening comprehension of English as a foreign language, there is an interaction between the teaching method (with or without the chunk method) and learners' listening comprehension ability. METHOD The experiment was conducted with 150 private junior college students in Chiba prefecture. Subjects were assigned to one of the following four experimental groups and a control group in order of I.D. number. 1) CR+CL Group; rapid reading and listening with chunk method 2) CL Group; only listening with chunk method 3) R+L Group; rapid reading and listening without chunk method 4) L Group; only listening without chunk method 5) control group; no instruction All subjects were given a pretest to measure their listening comprehension ability. Then the subjects in the four experimental groups were given 5 lessons according to each teaching method. After that, all subjects including ones in the control group were given two kinds of post-tests: Post-test A using a text with all words experienced during the 5 lessons, and Post-test B using a text with words experienced in the lessons and also words not experienced. In addition students were given a test for measuring the ability to comprehend chunk meaning, and a questionnaire. RESULTS AND DISCUSSION On the basis of the results of this experiment, in Post-test A, there was a tendency of significant difference between R+L Group and L Group, and there was significant difference between CL Group and L Group. However, in Post-test B, there was no significant difference either between R+L Group and L Group, or between CL Group and L Group. This may be attributed to the fact that 5 lessons were not enough for developing the ability to determine chunk meaning. The interaction between the teaching method (with or without chunk method) and learners' listening comprehension ability was found in both Post-test A and B, that is, the teaching method using the chunk method was more effective with learners of low listening comprehension ability than with high ability learners. This may be attributed to the fact that the method is not necessary for the learners with high ability who already had the ability to comprehend chunk meaning. The method may be important, however, for learners with low ability since developing the ability to comprehend chunk meaning leads to the development of listening comprehension. The experiment results also point to the need for further investigation. First, the effects of these two teaching methods (linking rapid reading and listening, and utilizing the chunk method) should be looked at over a longer time span. Second, in this study, the teaching method linking rapid reading and listening was conceived to develop the ability to determine chunk meaning; however, schemata and psychological factors, necessary factors in developing listening comprehinsion, were unintentionally included. Therefore, if this method is to be truly effective in developing listening comprehension, then it will be necessary to explain the effect of these factors in further detail.

英語聴解力の指導法に関する実験的研究 : 速読と聴解の連結の効果について

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