抄録
The purpose of this study is to examine how American TV-drama-based materials affect the listening abilities of English as a Foreign Language (EFL learners with different proficiency levels. Two classes of students from a Japanese university the higher-level class and the lower-level class, received English instruction using a TV drama as teaching material. Their listening skills and attitudes toward the lessons based on the drama were measured using listening tests, weekly journal entries, and questionnaires. The results showed that students in both proficiency groups felt their listening comprehension skills had improved though pre- and post-test scores showed that their listening comprehension improvement did not reach a statistically significant level. Most of the students felt that the fast speech rate was the most prominent cause that made their listening comprehension difficult. However, the upper-level students tended to analyze the causes of their difficulty in listening, such as phonological changes. The students in both classes were motivated to study English through the drama. About half of the students in both classes felt they were able to learn about other cultures through the drama. The results of the current study suggested that a TV drama can be used as effective teaching material regardless of the students' proficiency levels.
https://ror.org/01692sz90 
