Effects of Film-based Dictation Practice on Listening Comprehension Skills : Does Watching Films with Japanese Subtitles Facilitate Language Learning?

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  • 映画を活用したディクテーション演習の効果について : 英語教育における日本語字幕の影響の有無と今後の課題
  • エイガ オ カツヨウシタ ディクテーション エンシュウ ノ コウカ ニ ツイテ エイゴ キョウイク ニ オケル ニホンゴ ジマク ノ エイキョウ ノ ウム ト コンゴ ノ カダイ

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The present study was designed to investigate the effects of film-based dictation practice on listening comprehension skills. Considering that films are often shown with Japanese subtitles to low-proficiency learners, this study also explored the influence of subtitles in dictation practice. The subjects were 155 Japanese college students and they were divided into three groups: Japanese subtitles(JS) group, no subtitles(NS) group and control group. JS group watched a film scene with Japanese subtitles before dictation practice, while NS group watched the same scene without any subtitles before the dictation practice. After a 12-week session, two types of listening tests(TOEIC^[○!R] style listening comprehension test and film-based dictation test) and a questionnaire were given to the subjects. No major difference was observed between JS group and NS group in the TOEIC^[○!R] style test, while JS group scored significantly higher than NS group in the dictation test. The result of the tests revealed that dictation practice made little contribution to improving learners' listening comprehension, although it did improve learners' listening perception. The results of the questionnaire showed that Japanese subtitles produced favorable effects on learners' attitude toward the exercise. The results of the study suggested that dictation should be incorporated with other teaching techniques in order to improve learners' listening comprehension skills.

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