It is obvious that using movies with English subtitles helps the students commit the expressions they have learned in their memory. Several surmises are made in order to analyze the reasons for this, and its application to an ordinary reading class is discussed. As Suggestopedia claims, learning takes place under unstressful circumstances, and using both hemispheres of our brains accelerates the learning. Utilizing English subtitles provides the language learner with the same kind of learning environment. In the future, it is hoped that the necessary amount of English expressions will be put into a data-base and a sophisticated system for output will be developed, so that the teacher can access a target expression more quickly and easily,

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The purpose of this study is to compare the effects of English captioned video, Japanese subtitled video, and uncaptioned video on listening comprehension. There are strong indications that the use of Japanese subtitles, or closed captions, or a combination of both may improve intermediates students' overall comprehension and retention of the material. The various tests and control groups were chosen on the basis of a pretest, in this case listening comprehension test(CELT). Over the course of several weeks' teaching, a cross-sectional study was conducted comparing the performance of the four groups: Japanese subtitles + English sound and captions with pictures(JCSP), Japanese subtitles with sound and picturesijSP), English sound and captions with pictures (CSP), and English sound with pictures(SP). Under these four different media presentations, Japanese college students (N=125) were tested on listening comprehension after watching the 5 minute segment of the same film twice. The results showed that students exposed to JCSP gained better scores than those exposed to JSP, CSP, SP in their listening comprehension tests and showed significant effects on language learning. These findings suggested that those subjects exposed to JCSP, JSP, and CSP were perhaps reading captions or Japanese subtitles with concurrently guessing the content from the pictures, and that JCSP, JSP and CSP have positive effects on learners' comprehensive input and retention of the learning materials. The results of comparisons among four groups imply that each group seems to have different strategies for processing multimedia.

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Many Japanese students find it difficult to understand the slight differences in meaning of related dynamic verbs, such as giggle, chuckle, and grin. Dictionary definitions, even with illustrations, often offer little help in giving the students a clear image of these verbs and their synonyms. In addition to the spoken text of programs or movies, closed captions display sound effects in brackets, such as [panting], [muffled screaming], and [gasps]. Since these captions in brackets appear on screen, synchronized with corresponding actions and sounds, students can easily guess the meanings of these words. Using a VCR together with a computer with suitable software, captions in brackets with corresponding video segments can be easily captured. With dictionary definitions added, a multi-dimensional dictionary can be made, creating a resource which will be very effective in helping students understand these related dynamic verbs and appreciate how they differ.

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The purpose of this study is to examine the potential of using English-captioned movies in the areas of rapid reading and listening comprehension. An experiment was conducted under four conditions at the second presentation: captions, English sound and captions, pictures and English sound, and English sound only. The results showed that the group of English sound and captions made statistically much more progress than other groups in both areas. But there remain some problems between word recognition and rapid reading.

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The purpose of the study was to determine the effect of various types of visual information on the listening comprehension of English. A 2 x 3 factorial design was used to examine the effects of two independent variables. The material genre variable consisted of two levels: (1) documentaries, (2) lectures and interviews. The visual information type variable consisted of three levels: (1) motion video, (2) still images, (3) no visual information. A total of 63 Japanese college students participated in the experiments as subjects. Comprehension of the material was measured by a test of 20 open- ended questions conducted immediately after the subjects listened to the materials. The results support the hypotheses that (1) presentation of visual information increases the subjects' comprehension of the materials, (2) motion video imagery improves the comprehensibility of documentaries more than still images do, while (3) materials such as lectures and interviews with still photographic images are as comprehensible as those with moving video imagery, and (4) the effect of visual aids on listening comprehension varies depending on the learners' listening levels and comprehension question types.

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Intuition suggests that movie dialogues are more interesting, lively, natural and emotionally-fertile than model dialogues found in ready-made EFL textbooks. Metaphorically, the former are "fresh raw fish" and the latter are" canned fish." As an attempt to demonstrate the validity of our intuition, this paper will closely examine a sample dialogue from The Bodyguard and another sample from a typical English conversation textbook, by applying methods of discourse analysis, especially in light of conversational norms and items of discourse grammar such as reference, ellipsis, substitution and cohesion. Constant attention will be paid to the point that in movie dialogues meanings are heavily context-dependent. In addition, suggestions derived from such analysis to teaching English through movies will be briefly discussed.

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