@article{oai:sucra.repo.nii.ac.jp:00015135,
 author = {靜, 哲人},
 issue = {9},
 journal = {語学教育研究所紀要},
 month = {},
 note = {Despite the growing popularity of L2 captioned films in listening classes, they seem to have certain limitations as tools for proficiency development. This paper explored several ways of presenting the printed script of a film as a substitute for L2 subtitles. The subjects, forty Japanese EFL students (age 15-16) , received three sets of different treatments: (1) watching a subtitled scene versus simultaneously listening to the soundtrack and following the script of the same scene, (2) simultaneously listening to the soundtrack and following the script versus reading the script of each sentence prior to listening to the soundtrack, and (3) when listening to the soundtrack after reading the script, following the script with the eyes open versus closed. The scores of the partial dictation tests and the subjects' verbal responses indicated the following:
 (1) A film, its script, and the soundtrack could serve as more than an excellent substitute for a film with closed captions.
 (2) First presenting the script and then the sound is more effective than simultaneous presentation.
 (3) When listening to the soundtrack, the script should be followed for better assimilation, and should be out of sight for better comprehension.
Based on these findings, a procedure of utilizing a film in a listening class was suggested., text, application/pdf},
 pages = {69--95},
 title = {Whether, When, and How to Utilize the Printed Script of a Film: A Good Substitute for L2 Subtitles?},
 year = {1995},
 yomi = {シズカ, テツヒト}
}