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

信号处理语音的不同呈现及其带和不带字幕的同步视觉(SV)有助于外语学习者(1)听真实的外语演讲，以不同的声调形式快速说出；(2)观看有价值的视觉信息，这些视觉信息随着更好和更深入的理解而迅速消失。另一方面，闭路字幕(OC)视频材料旨在通过阅读显示器上呈现的字幕来帮助听力理解困难的学习者。本研究试图从这些角度出发，结合这三种策略在ESL课堂环境中确定呈现的一些效果。研究发现：(1)受试者更多地依赖于字幕，而不是听演讲和看视频，因此SV的效果没有被观察到；(2)从学习视频材料中剪下的预先准备的线索视频对受试者的听力理解有很大的贡献。从听力理解能力随时间发展的角度来看，字幕视频材料与SV系统相结合是一种强大的动机工具，在日本不仅可以用于提高学生的听力理解，还可以用于阅读和词汇。然而，建议进行进一步的纵向研究。

Varied presentation of signal-processed speech and its synchronized visuals (SV) with and without captions are demonstrated to develop helping learners of a foreign language (1) listen to authentic foreign speeches that are spoken fast with some different tonal forms and (2) watch value-bearing visual information that disappear fast with better and deeper understanding. Closed-captioned (OC) 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 some of the effects of the presentation, combined these three strategies in the ESL classroom settings. The findings are as follows : (1) Subjects are likely to rely more on captions than listening to the speech and watching visuals, thus the effect of SV is not observed, (2) Prepared cue visuals that are cut out from the learning video materials turn out to be 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.