Effective English Multimedia Teaching Material for Beginners at Elementary School: Suggestions from EEG Analyses

在学生上英语课的过程中记录了大脑的活动。结果表明：在α、β和θ波功率中，θ波功率增加最多，而在α、β和θ波功率中，θ波功率增加最多。在英语词汇学习和朗读任务中，额叶中区的θ波功率（Fm θ）与大脑激活高度相关，在有字幕的词汇学习中，Fm θ比无字幕的词汇学习高。在朗读任务中，有标题和节奏符号的阅读者的Fm显著高于无标题和节奏符号的阅读者，且后测有效。词汇的熟练程度与拼写识别的熟练程度高度相关。在五年级结束时，英语水平有较高和较低的群体。本研究设计了以图片、声音、字幕为载体的词汇教学材料和以图片、声音、字幕、节奏符号为载体的阅读教学材料。

Brain activation was recorded during pupils' English lessons. High validity and less time consumed for the measurement using dry cell electrodes were confirmed.The findings are as follows:Theta wave power increases most among alpha, beta, and theta wave powers. Theta wave power in the mid-frontal area (Fm theta) is highly correlated to brain activation during both English vocabulary and reading-aloud tasks.During vocabulary learning with captions,Fm theta is higher than that without captions. Fm thata during reading-aloud task with captions and rhythmic symbols is higher than that without them and the post test proved effective. Proficiency in vocabulary is highly correlated to that in spelling recognition. There were higher and lower groups in English proficiency at the end of the 5th grade schooling. Effective teaching materials with pictures, sound, and captions for vocabulary learning, and ones with pictures, sound, captions, and rhythmic symbols for reading tasks were designed.