This study was designed to investigate the effects of differences of test-types on the interlanguage performance of Japanese EFL learners, focusing on the ordering of Hyltenstam's classification of 'experimental data' based on Tarone's Interlanguage Continuum Model and DeKeyser's proposal. The following tests were administered to Japanese tenth-grade students (N=42) : 50-item multiple-choice format cloze test as an elicitation device of the participants' overall English proficiency, three grammar tests of relative clause with different test-types; Cloze Procedure, Grammaticality Judgment, and Sentence Combining. The grammar tests were selected in terms of the amount of attention to language form and content. The results of the investigation implies that the subjects in each group showed different accuracy rates. The article concludes with discussion of the implications of the findings and the future direction of research.

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This study examined the effects of captioned video material on ESL student comprehension, focusing on lower-level students. Prior research such as Garza (1991) has been restricted to advanced students. A total of 40 college students participated in the experiment. In order to get student feedback, a brief survey was also conducted for the purpose of measuring the learners' views on studying with captioned materials. The results revealed that advanced students benefited most from captioned materials. Conversely, caption availability did not substantially improve lower-level student comprehension, and, in some cases, reduced their motivation.

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Few studies have so far been made at the cognitive psychological aspects in writing. This present paper is intended as the investigation what cognitive processes Japanese EFL learners utilize and whether these processes are influenced by knowledge of paragraph (P Knowledge). 16 Japanese university students and 8 high school students participated in the protocol study and were assigned the P Knowledge Test and a 45- minute free composition. The compositions of the participants were divided into good and poor and then the video dates were analyzed. The results showed that the differences on P Knowledge influenced the writing processes and the evaluation of the final product; even between the advanced Japanese EFL learners. Some slight differences were found between university students and high school students in terms of English proficiency.

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