The present study describes how the two groups of Japanese EFL learners, Proficient Japanese (PJ) and Non-proficient Japanese (NJ), differs in producing duration of inter-stress intervals (ISIs) comparing with a native speaker of American English (NS). Firstly, the duration of ISIs produced by PJ, NJ and NS is measured and analyzed. Secondly, the duration of both stressed and unstressed vowels in ISIs is measured to find the characteristic features of production by PJ, NJ, and NS. Thirdly, the compressed rate for each stressed vowel and unstressed vowel is calculated to confirm the results. Lastly, the classical notion of isochronism of English is argued after finding the evidence for 'foot level shortening' and acquisition order of compressing vowels. Further discussion is taken into account for improving production ability of Japanese learners of English.

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The purpose of this study is to examine the effects of speech rate (articulation rate and pauses) on word recognition and listening comprehension of junior college students in Japan. In this study, the effects of two types of speech speed (130wpm, 170wpm) and those of three types of pause conditions (natural-pause, sentence-pause, and phrase-pause) were examined with regard to a word recognition test and a listening comprehension test. It was found that speech speed strongly affected the subjects' scores on the word recognition test. Significant interaction between speech speed and pauses were observed in scores on the comprehension test. The effect of frequent pauses (phrase-pause) was significant when speech speed was high. The results indicate that speech speed is the influential factor for word recognition, while artificially inserted pauses help learners to comprehend the passages when the speech speed is high.

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Field Independence/Dependence (FI/D) refers to a dimension of cognitive style, with FI representing the tendency to perceive the separate parts of a complex figure, problem, or situation, and FD the tendency to process information globally or holistically. There is some research evidence suggesting its relevance to L2 acquisition or learning. This article reports the result of an experiment conducted, involving 88 college students, to investigate how the degree of FI/D affects the subjects' use of comprehension strategies in viewing video with English captions. The subjects' FI/D was measured by GEFT (Group Embedded Figures Test), their English competence by the listening and structure sections of CELT (Comprehensive English Language Test), and the comprehension strategies by a strategy questionnaire prepared by the authors. A comprehension test on the video program used for the experiment was also administered. The results indicated that the subjects' perceived use of strategies varied significantly according to their degree of FI/D. In general, relatively FD subjects used the strategies more often than relatively FI counterparts. Specifically, more often than the FI, the FD combined the voices with the pictures, saw the scenes in reference to previous shots, attended the background scenery, and translated the words into Japanese. Pedagogical implications are discussed and directions for further research are suggested.

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Closed-captioned(cc) videos are designed to help students listen to authentic English that is spoken fast with many reduced forms. Our previous studies have concluded that the burden on reading CC beyond the learner's reading skills has presumably interfered with their listening and viewing processes. In fact, the viewing pattern of the beginning learner is inconsistent between visuals and CC, while that of the advanced learner is the consistent triangular process; visuals to the beginning of CC, and to the end of CC, then back to visuals. Thus, it is hypothesized if they are given appropriate reading practice of the target CC, their comprehension will be enhanced by relying more on viewing and listening to dialogues. The present study attempts to discuss when and how CC benefits and interferes with the learners' listening process in using EFL video materials. The original approach here is to show a video excerpt to the EFL learners and compare each pattern of their eye movements before and after different reading exercises on the target CCs. Their eye movements are traced, recorded and analyzed by the eye-mark recording system. This system makes quantitative analyses feasible by plotting the fixation points against the duration time of their eye movements. This paper is demonstrated those physical evidences.

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This study investigates the face validity and washback of English reading tests by administrating seven reading tests and corresponding questionnaires with over 400 university students. The study holds three areas of interests; the test-takers' reactions to each reading test, their perceptions of the underlying skills required for the tests, and their prediction of own scores. The results clarified several problems and students' feelings specific to each test type, such as the lack of face validity of C-test. The test researchers and English teachers need to be aware of these findings for the better teaching-testing relationship.

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Extroversion has long been regarded as a quality that facilitates language learning because extroverted individuals tend to have willingness to speak out and interact. This, however, has not been confirmed by empirical research conducted in the past which mainly investigated the relationship between extroversion and English proficiency. In this study Japanese high school students' English proficiency as assessed by a standard English test and in interviews was correlated with extroversion scores assessed through a personality indicator. The result supported the past research, indicating no correlation between the two. In a study of the same high school students' intercultural adjustment in the U.S., extroversion was found to play an important role: extroversion was a strong indicator of the students' satisfaction in the interpersonal relationships with American friends and host families as well as self-assessed English communication effectiveness. It was also found that extroverted students used social skills more frequently and created opportunities to interact with Americans more than introverted students. Although no direct correlation between personality and language acquisition was examined, the above results imply the role of extroversion in determining quality and quantity of intercultural interpersonal contact which could affect the language learning process. An implication of these findings to oral communication teaching is discussed.

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The purpose of this study is to propose a set of Evaluation Checklists which would be useful for selecting the multimedia software for English as a Foreign Language (EFL) learning. First, we tried to generate Evaluation Checklists for EFL multimedia software, The criteria of the Checklists are set from the following viewpoint: what kinds of features in language learning are effective in language acquisition. Second, we evaluated three specific software programs on the market with the Checklists. Third, the effects of the software on students' achievement in listening comprehension test were measured. Finally we considerd these results and the questionnaire regarding students' attitude toward the software. Thus we concluded that the Checklists would be reliable and useful for selecting the multimedia software for EFL learning. Therefore we will propose a set of five Evaluation Checklists. They are Evaluation Checklist 1: Preliminary Information for Software Evaluation, Evaluation Checklist 2: Features of Content, Evaluation Checklist 3: Instructional presentation, Evaluation Checklist 4: Features of Functions and Evaluation Checklist 5: Supplementary materials.

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This article describes a 3-year multimedia language learning project which utilizes multiple modes of media including computer-assisted interactive programs, edited videos and printed textbooks. A group of language educators has collaborated to create this integrated system for use in computer-assisted language laboratories. The materials chosen are from a popular American movie showing two different generations of a family. Through video-based classroom activities and an individualized CALL program, learners will not only improve their language skills but also learn various aspects of American humor and culture.

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The purpose of this paper is to demonstrate how closed captions, especially those used for describing sound effects, can be successfully incorporated into EFL curricula as a new approach to teaching vocabulary, especially dynamic verbs. In order to investigate their possibility as an effective teaching tool, a total of 56 closed-captioned videos were analyzed, which revealed that they are a rich resource with great potential for helping students understand various dynamic verbs and their synonyms and appreciate how they differ. Some possible approaches for use in the classroom are also briefly discussed.

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