映像を利用した外国語教育の基礎研究：連想と予測の観点から

要旨

This article reports two experiments, in which the effects of visual information on EFL students’ word-association, comprehension, and hypothesis-forming were examined. In the first experiment, two viewing conditions, i.e., “visual information only” and “visual plus audio (in English) information”, were compared in terms of word-association and comprehension. In the second experiment, a comparison was made in terms of hypothesis-forming between “video plus a short summary” and “video only” conditions. The video in this experiment contained both visual and audio (in English) information. Presenting a short summary (in Japanese) was a pre-viewing activity designed to activate viewers’ schema. The results of these two experiments indicate 1) visual information promotes the process of association-making, while audio information limits the process; and 2) the schema-activating procedure, when used with the video, dose promote the forming of right hypothesis about the contents, though it dose not restrict the forming of wrong ones. Based on these results, some applications are suggested for using visual information effectively in foreign language teaching.

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