The present experiment has employed three instructional models to examine the effects of those on the environmental education through watching the TV. 5th graders in Totutori served as experimental subjects. Experiments were constructed with two sessions. On the first session the children watched the TV program titled 'tropical rain forest' in their class room, and on the second they learned under one of 3 instructional models. Though in the type B of instruction was not contained any opportunity of taking role, students were experienced conflicts between the position of the environmental protection and the necessity of deforest. The type A of instrution which was induced the opportunity of taking role was designed to aiming at getting the value of environmental protection according to the TV producer's aim. The C type had some concrete oppotunity of taking role, of thinking about the deforest through the spot prople's eyes. In the C type of instruction Ss experienced conflicts between the TV program's aim and the spot people's position which asserted the necessity of deforest. The resultant findings were as follows. (1) Three instructions induced Ss to change their initial opinion concerning the problems of the tropical rain forest in forest in the first session, respectively. (2) The A and C type was found to contain the opportunity of taking role were superior than B type in respect to social perspective taking and make an opinion using them. (3) Though each of 3 instructions elicitted a lot of responses as to the tropical rain forest problem, their contents were different across those learning conditions. Many pupils under condition of the A type expressed "the afforestation of the forest" reflected on the TV program's aims. The B type's children offered the opinion of "the protection or afforestation of the forest." And subjects in the C type brought out good judgments prospected real life, that is "the planned felling," or the opinions of "protection." (4) The higher ability level of social perspective-taking was able to give Ss more different perspective and the instruction with the opportunity of role-taking was more effective to heighten children who had been at the lowest level of social perspective. Thus, we could conclude that the C type of instruction which was induced the active opportunity of taking role was most effective to environment education in comparison with the other 2 instruction.

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"Nama-Keizoku-Marugoto" has been approved as the only principle of viewing TV programs in education over thirty years. However, this principle has come into conflict with the situation in today's education, though it has contributed to the promotion of use of broadcasting in this field. Consequently, this principle is causing disorder in educational practices. In spite of this confusion some educators still persist in this theory "Nama-Keizoku-Marugoto". Therefore, this paper intends to criticize this principle and suggests how broadcasting should be used in education today. We will discuss this theory through reviewing the recent debates between Matumoto and Akiyama/Mizukoshi in the magazine, Housou-kyoiku, which is based on logical point of view and an analysis of the present condition of TV-media. This study is discussed follows. 1. An outline of the debates 2. Verification of logical inconsistency and formalism in Matumoto's theory 3. Fallacies of the principle "Nama-Keizoku-Marugoto" 4. An analysis of "Nama-Keizoku-Marugoto" as an epistemology of image 5. Inplication for the future

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In developing a CAI system with a drill and practice program, it is essential to construct a program which will maxmize learning effectiveness. Seigell et als. (1980, 1985) discussed studies about adaptive drill and practice programs, and focused on the corrective feedback paradigm (CFP) which is employed in and conducted on the PLATO CAI system for several years. CFP is a model of the CAI program logic with four characteristics : adaptive feedback techniques, increasing ratio review, discrimination training and retirement criterion. These attributes of the program are based on the psychological principles of learning theories. In this paper, the development and the trial experiment of the CAI system for learning Japanese onomatopoeic words applying CFP as a program structure is described. The subjects of the experiment were about fouty Japanese language students, and the task was to learn seven Japanese onomatopoeic words. As one factor of the good program structure with CFP, retirement criterion was compared between three times and five times. Results demonstrated that there was no significant difference on the post-test performance between the two groups, but as to the retirement criterion the group with five times took more time to complete the learning. Moreover, an analysis of the learning records showed that each function in the program facilitating learning had adapted effectively to the learners' various learning styles. Results of the questionnaire showed that the learners evaluated this system positively.

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Recently, the use of micro-computers has entered the field of education, including L2 English education. However, courseware should be carefully developed for effective learning, and for that purpose, many factors such as appropriate learning time and quantity of instructional material for each lesson on CAI should be investigated. We developed CAI courseware for vocabulary building and reading comprehension, consisting of 2 lessons. Each lesson of CAI courseware consisted of a vocabulary drill, and instructional material to be read three times, followed by a test of reading comprehension. In the reading section, students first read the material while listening to a tape recorded by a native speaker. The second time, they read it using a function for accessing each word's meaning in the context, dictionary function, and the third time they read it at their own pace. When students finished their learning on CAI, they filled out a questionnaire. Seventy-four subjects studied on this courseware, in the fall of 1986, and their learning time was recorded by the program on the microcomputer. All subjects were divided into three groups based on their reading grades in their college English course. The purposes of this study were as follows: 1) to clarify the relationship between a student's individual characteristics and his/her learning time for mastery learning of vocabulary, 2) to decide the appropriate quantity of instructional material for each lesson, from the point of learning time, and 3) to discuss the adequate level of dictionary entries in order to assist college studens in reading the instructional material. The scores of pre-tests, post-tests and retention tests of 2 lessons were calculated. With the scores of the pre-tests, analyses of variance were conducted, showing significant differences among three groups. However, the average scores of post-tests and retention tests of all groups were higher than nine out of ten points except one case, so it can be said that mastery learning of vocabulary was achieved on this CAI program. Secondly, analyses of variance were conducted of students' learning time of reading the instructional material three times. Signficant differences were seen only in the second time, lower-graded students spent about 1.3 times more time than higher-graded students. Based on this result, about 15 to 20 words of the reading material were thought to be appropriate for each lesson. Thirdly, dictionary entries were examined form frequencies of consulting each dictionary entry and the level of difficulty of each word or idiom. Though dictionary entries prepare words/idioms required as high school level or higher, all entries except one were used. All the entries used by more than 50 percent of all students turned out to belong to college level or higher. From these results, our standard of selecting the dictionary entries were thought to be suitable for college students. Moreover, the results of the questionnaire generally reflected students' positive attitude to the learning with CAI. However, lower-graded students expressed a significantly favorable impression of CAI learning.

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