Abstract
This article examined the effectiveness and transferability of language arts (LA) training in a picture description task. Study 1 explored the effects of LA training on participants' picture descriptions in L1. A total of 40 participants were divided into two groups (speakers/listeners), and the speakers were asked to describe pictures for the listeners in L1 before (without) and after (with) LA training. The results showed that LA training had a great impact on the improvement of 1) the quality of information conveyed; 2) focus distribution in the descriptions; 3) description order; and 4) listeners' judgment of the comprehensibility of the descriptions. Study 2 examined whether LA training conducted in L1 also had effects on picture descriptions in L2. Participants were 10 Japanese college students (speakers) and 10 international students (listeners). The same procedures as Study 1 were adopted. The results showed that LA training conducted in L1 had a positive impact on picture descriptions in L2, thereby confirming the transferability of the effects of LA training across the languages. These findings were then discussed in relation to cognitive processing mechanism. The author concluded this article by showing the implications of the studies reported to EFL teaching in Japan.
