Incorporation of the Time-scale Modification of Speech and Visual Processing into Learning and Instructional System for Oral, Aural and Visual Comprehension of ESL

将语音和视觉处理的时间尺度修正纳入 ESL 口语、听觉和视觉理解的学习和教学系统

• 批准号: 07458040
• 负责人: NAKANISHI Tatsuya
• 金额: $ 4.99万
• 依托单位: Yamagata University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 1995
• 资助国家: 日本
• 起止时间: 1995 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07458040/
• 关键词: English as a Second Language (ESL); visuals; cue visuals; time-scale modification; audio-visual strategies; SV-processing; 英語教育; 教材提示; ビデオ教材; 多重情報伝達; 外国語教育; モダリティ; キャプション; 英語科教育

Signal-processed speech and its synchronized visuals (SV) are developed to help learners of a foreign language (1) listen to authentic foreign speech that is spoken fast with many reduced forms and (2) watch value-bearing visual information that disappear fast with better and deeper understanding. Closed-captioned (CC) 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 the effect of the presentation, combined these two strategies in the ESL classroom settings. The findings are as follows : (1) Subjects are likely to rely more on CC than listening to speech and watching visuals, thus the effect of SV is not obseryed, (2) Prepared cue visuals that are cut out from the learning video materials turn out 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.

信号处理语音及其同步视觉（SV）的开发是为了帮助外语学习者（1）听真实的外语语音，这些语音是快速说出的，具有许多简化的形式，（2）观看承载价值的视觉信息，这些信息随着更好和更深入的理解而快速消失。另一方面，闭路字幕（Closed-captioned，CC）视频材料是通过阅读字幕来帮助听力有困难的学习者理解的，本研究试图从这些角度出发，结合这两种策略，在ESL课堂环境中确定字幕呈现的效果。调查结果如下：（1）受试者更倾向于使用连续性线索，而不是听演讲和观看视频，因此SV的效果并不明显。（2）从学习视频材料中截取的预先准备的视频线索对受试者的听力理解有很大的促进作用。从听力理解能力如何随着时间的推移而发展的角度来看，字幕视频材料与SV系统相结合是一种强有力的激励工具，在日本不仅可以成功地提高学生的听力理解能力，而且可以提高学生的阅读能力和词汇量。然而，建议进一步的纵向研究。