Abstract
In teaching audiovisual comprehension of English as a foreign language, the following were examined: 1) the effects of teaching methods utilizing major scenes in chronological order, as an advance organizer, 2) the effects of teaching methods utilizing major scenes in chronological order, as a synthesizer, 3) the interaction between the advance organizer method and learners' listening comprehension ability, 4) the interaction between the synthesizer method and learners' listening comprehension ability. On the basis of this experiment it was found that : 1) The use of the advance organizer method was more effective than audiovisual alone. 2) The advance organizer method was more effective with learners of low listening comprehension ability than those with high comprehension ability. 3) The synthesizer method was less effective with learners of low listening comprehension ability than with those of high comprehension ability.
