字幕付映像の理解を高める提示方法についての一考察

概要

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Closed-captioned(cc) videos are designed to help students listen to authentic English that is spoken fast with many reduced forms. Our previous studies have concluded that the burden on reading CC beyond the learner's reading skills has presumably interfered with their listening and viewing processes. In fact, the viewing pattern of the beginning learner is inconsistent between visuals and CC, while that of the advanced learner is the consistent triangular process; visuals to the beginning of CC, and to the end of CC, then back to visuals. Thus, it is hypothesized if they are given appropriate reading practice of the target CC, their comprehension will be enhanced by relying more on viewing and listening to dialogues. The present study attempts to discuss when and how CC benefits and interferes with the learners' listening process in using EFL video materials. The original approach here is to show a video excerpt to the EFL learners and compare each pattern of their eye movements before and after different reading exercises on the target CCs. Their eye movements are traced, recorded and analyzed by the eye-mark recording system. This system makes quantitative analyses feasible by plotting the fixation points against the duration time of their eye movements. This paper is demonstrated those physical evidences.
外国語教育メディア学会の論文