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.

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This study aims to make clear the effect of the accumulation of education through TV programs in kindergarten. Three subjects groups were selected according to the type of activities for watching TV. Two kinds of the consciousness of order were measured and compared among the subjects. One was about the story development of TV program and the other was about the growth of living thing in TV program, followed from watching TV program "Firefly" which was produced for infant education TV program as the series of "Play with Living Things (Sizen to asobo)". As the results, there were some significant differences about the consciousness of order among the subject groups. The consciousness of order about the story development from the accumulative subjects showed more accurate than from the no-accumulative subjects. The consciousness of order about the growth of living thing from the accumulative subjects showed more accurate than from the no-accumulative subjects. These results made clear the effect of the accumulation of education through TV programs in infant education.

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It is suggested beginning learners with limited abilities of listening and reading cannot effectively capitalize captions because the speed of presentation of the captions is too fast for them to read. Also, it has been indicated beginning learners are not good processors of three information modes, picture, sound and caption. Previous studies have shown captions are often distractive to beginning learners. In the meantime, advanced learners can use the modes in a quite effective way to enhance understanding. Why does this happen? What goes on in their processing? In order to investigate the viewing process, analysis of eye movement is considered to be a reasonable and effective way. In this article, visual literacy models of an advanced learner and a native English speaker in viewing captioned video are introduced with analysis of their eye movement. The triangular pattern of information processing by an advanced EFL learner, the poligonal pattern by a native English speaker, the native speaker's established reading pattern, different fixation time between advanced and beginning learners are introduced with a brief review of related literature.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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