The cloze procedure is known to be one of integrative testing devices for ESL/EFL proficiency. Which types of the cloze tests, then are effective for evaluating the oral communication ability of EFL learners? In the present study the listening conversational cloze procedure was investigated and the results compared with those of the previous research on the written form of the conversational cloze tests. In the present experiment six materials for the listening conversational cloze test (Listening CC Test, henceforth) were constructed through a computer-assisted procedure. The results showed significant correlations between the Listening CC Test and the speaking test (r=.61) and also between the Listening CC Test and the listening test (r=.43). The results suggest that the Listening CC Test can be a reliable test for evaluating the oral communication ability of EFL learners.

抄録全体を表示

The new national curriculum emphasizes the importance of communication competence. However, theoretical frameworks or educational methods have not been discussed sufficiently. The authors aimed to develop a speech communication curriculum by integrating theories and practice. The curriculum was implemented with university students between 1997 and 1999, and the results suggest the following : (1) the curriculum was effective in fostering logical thinking ability and persuasion strategy (choosing between linear logic and configural logic by analyzing the rhetorical situation and the audience, (2) the curriculum was effective in fostering self-evaluation ability (categorizing the elements in a speech using a logic system, and judging the strengths and weaknesses of the argument), and (3) the experience of self-evaluation had a more significant effect on the students' improvement in logical thinking ability than did teacher-evaluation.

抄録全体を表示

In ordedr to develop an effective CAI program, it is crucial to obtain the knowledge on the conditions, such as construction methods of the program and conditions of learners. In case of developing CAI programs for foreign language teaching, the relations between the "egrul" (inductive) method and the "ruleg" (deductive) method can be said as a problem of constructing the effective CAI program. The former method is thought to correspond to the Audio-Lingual Approach, while the latter to the Cognitive-Code Learning Theory. Moreover, it is important to compare audio-only presentation (sound) with audiovisual one (sound and letters), since it is now possible to include sound in the whole system. In the Experiment I , four methods of ruleg, egrul, dispersed ruleg and dispersed egrul were tested with 181 high school students. The content of the instructional material was about the usage of "come" and "go". In the experiment, a pertest consisting of 10 items was conducted first, followed by the explanation by tapes, and finally a posttest consisting of 20 items was practiced. The scores were calculated and an analysis of variance, an item analysis and a t-test were applied. An a result of this, the presenting method of "ruleg" was found to be most effective, that is, the Cognitive-Code Learning method. In the Experiment II, another visual condition of letters was added. Three methods of ruleg, dispersed ruleg and dispersed egrul in audio-only presentation and the same three methods in audiovisual presentation methods were tested with 254 university students. The content of the instructional material and the procedure of the experiment was the same as the Experiment I. The scores were computed and to which the item analysis and the analysis of variance were applied. From this result, it was clear that the audiovisual presenting method was superior to the audio-only presenting method.

抄録全体を表示