簡易LLの学習効果に関する実験的研究(2)

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  • An Experimental Study of the Learning Effects through Use of an Audio-Passive Language Laboratory
  • カンイ LL ノ ガクシュウ コウカ ニ カンスル ジッケンテキ ケンキュウ 2

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I. Purpose To verify (1) that students who listen with earphones (an audio-passive language laboratory) obtain a higher proficiency in discriminating English sounds than do those who listen only from the speaker of a taperecorder, and (2) that the earphone group students will be able to read aloud better than those of the taperecorder group. II. Procedure A total of 92 senior high school students were tested during two terms. Two first-year classes at Usui Senior High School in Fukui City were chosen, one for the experimental group and the other for the control group. During this experiment, which lasted for six months, the groups were interchanged at the mid-point of the experimental period. For the first term Class A was the experimental group and Class B the control. For the second term they were reversed. About 10 minutes of the regular class time (three hours per week) and 30 minutes of another one-hour lesson per week devoted to listening practice and oral drill presented by taperecorder. The experimental class listened to the teaching material through earphones, while the control heard the same material directly from the speaker of a taperecorder. Three tests were administered at the end of each term: (1) An Aural Perception Test in English, specially prepared Lado-type test. (2) An Oral Reading Test, evaluated by a native speaker. (3) An Aural Comprehension Test for senior high school students of Fukui Prefecture, broadcast by a local radio station. The experimental design was based on the before-after, experimental-control group method. An analysis of variance was made as a statistical check for significant differences. III. Results and Conclusions The groups, when utilizing the audio-passive language laboratory, were found to be significantly superior in discriminating English sounds (P<0.01). This means that the improvement in listening ability of the students who used earphones was greater than that of the taperecorder group students. In the aural comprehension tests the scores of the experimental classes were significantly higher than those of the control classes (P<0.05). There were no significant differences between the groups for the oral reading test. In conclusion it can be said that in the listening phase, instruction using an audio-passive language laboratory was more effective than that using only a taperecorder.

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