A Fundamental Study on the Use of CD-ROM for Foreign Language Teaching : I. A Comparison between Audio-Lingual Method and Cognitive-Code Learning Method : II. A Comparison of Audio-only and Audiovisual Presentations in English Language Teaching


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  • 外国語教育における音声つき静止画再生装置の適用に関する基礎的研究 : I.英語学習プログラムの構成方法としての聴覚・言語法と認知・規範学習法との比較実験 : II.英語教材提示における音声刺激と音声・文字刺激併用との比較実験について


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.


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