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

有和没有字幕的信号处理语音及其同步视觉（SV）的不同表现形式被证明可以帮助外语学习者：(1)听真实的外语演讲，这些演讲以一些不同的声调形式快速地说出来；(2)观看具有价值的视觉信息，这些信息随着理解的加深而快速消失。另一方面，闭字幕（OC）视频材料是为了帮助听力理解有困难的学习者通过阅读屏幕上的字幕而设计的。本研究试图从这些角度出发，将这三种策略结合在ESL课堂环境中，以确定演讲的一些效果。研究发现：(1)被试更倾向于依赖字幕，而不是听演讲和看视觉效果，因此没有观察到SV的作用；(2)从学习视频材料中删除的准备好的线索视觉效果对被试的听力理解有很大的帮助。从听力理解能力是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大的激励工具，在日本不仅可以成功地提高学生的听力理解能力，还可以提高学生的阅读和词汇能力。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.