<1995> (1) Satoh, Hiroaki.
(2) A Frequency List of Words Used in 350 Closed-captioned Movies.
(3) Teaching English Through Movies, Vol.1, Bulletin of the Association for Teaching English through Movies. pp. 22-29
(4) Japanese
(5) The list revealed that dictionaries often omit or inadequately describe informal words, even though they are used in many movies. For example, the word "mm-hmm" is used in 201 movies, but it is not included in two major English-Japanese dictionaries. The author pointed out that the degree of importance that the dictionaries assign to such words does not reflect their frequencies in the movies. This article also investigated the difference between words used frequently in the movies and those contained in the JACET 4000 Basic Word, an authentic list which identifies the words that Japanese students should be able to recognize by the sophomore year of college. The comparison suggested that JACET's list also ignores informal English lexical items which are often used in the movies.

<1995>
(1) Sasajima, Shigeru.
(2) A Research for the Effective Use of Closed-captioned Videos in the Classroom.
(3) Research Report of the Japanese Ministry of Education
(4) Japanese
(5) The author's hypothesis is that English captioned videos would reinforce students' understanding of English context-bound expressions. Japanese high school students (n=158) were divided into four groups according to boys and girls. The author had students choose an appropriate expression at a given context before they watched the video. The author concluded that groups with English captions scored higher than groups with Japanese subtitles. This study was conducted under a grant from the Japanese Ministry of Education, No. 06903003.

<1995>
(1) Satoh, Akira.
(2) A Study of CC English in Flashdance (I).
(3) Journal of Language and Culture, Vol.3, Faculty of Language and Culture, Tohoku Univ. pp. 327-344
(4) Japanese
(5) All the captions from Flashdance (1983) were taken into a computer through a caption decoder. They were compared with the real utterances of actors and actresses. In this study source materials were restricted only to the omission of 'grammatical sentences', and captions of only Side A were dealt. Of all 44 captions, about half of them were found to be better rewritten based on the real utterances. Other half captions can be intact, some of them being 'vocative', 'redundant' in terms of their meanings and sentence forms, and some of them being 'shortened, but still understandable'. The author's conclusion was: it is often claimed that captions are shortened so that they become easy to understand for viewers, but the problem is not so simple as that.

<1995>
(1) Tsuzuki, Shigeyuki.
(2) Captioned Television Services for Deaf People.
(3) Bulletin of the National Institute of Multimedia Education, No. 11, pp. 155-171
(4) Japanese
(5) The author referred to a brief history of captioned television in the United States and pointed out Japan's problems in telecaptioning. In Japan the use of the telecaption decoder has not yet spread. A significant reason is the difficulty of translation from spoken to written language. Written Japanese consists of 100 phonographic kana and more than 3000 ideographic kanji. Therefore real time conversation to written Japanese with correct selection of kanji remains a difficult task. The author believes that computer technology will assist text translation, and that greatly reduce the cost of translating any language into captions.

<1995>
(1) Kikuchi, Toshikazu.
(2) The Potential of English Captioned Films in English Education.
(3) Numazu College of Technology Research Annual, No.30, pp.169-182
(4) Japanese
(5) The author discussed the advantages of audio-visual materials, particularly of captioned materials in relation to Dale's Cone of Experience. In the experiment Japanese students aged 15 (n=126) were divided into three groups according to the group's treatment. An American movie, Regarding Henry, was divided into 10 segments. Students watched one segment a week. The author examined the effects of English captions on students' comprehension by analyzing each segment test. The results indicated that students with Japanese subtitles were likely to read the subtitles without listening to the dialogues in the movie, and that students with English captions were motivated to improve their listening comprehension. The author addressed the following five points for teachers who plan to use captioned materials: selection of appropriate materials, presentation and its length, design of comprehension test, word analysis in a movie, and proficiency levels of learners.

<1996>
(1) Kadoyama, Teruhiko.
(2) Use of Closed Captions and Simulated Movie Translation.
(3) Studies in the Humanities and Sciences, Vol.36, No.2, Hiroshima Shudo Univ. pp.129-142
(4) English
(5) This study was intended to investigate the effect of simulated translation exercises with the use of closed caption decoders. In discussing the process of movie translation and closed captions, especially the strict limit on the number of Japanese characters used for subtitling, the study demonstrated how a closed caption decoder can make it possible to simulate in class the work of movie translators. A sample lesson plan of the translation exercise was presented. In order to get students' feedback, a brief survey of 70 students was conducted.

<1996>
(1) Kadoyama, Teruhiko.
(2) An Overview of Closed Captions Research in the United States and its Implications to EFL Classrooms in Japan.
(3) Studies in the Humanities and Science, Vol.37, No.1, pp.257-279
(4) English
(5) This paper reported on the results of research studies in the United States on closed-captioned television or video materials conducted during the past 15 years, and suggested what implications this may have for the EFL classroom in Japan. The findings appeared to confirm the view that captioned video materials are a powerful motivating tool and can be successfully used in Japan not only for improving students' listening comprehension, but also for reading and vocabulary development.

<1996>
(1) Kadoyama, Teruhiko.
(2) Vocabulary Training with the Use of Closed Caption.
(3) Teaching English Through Movies, Vol.2, Bulletin of The Association for Teaching English Through Movies, pp.23-33
(4) Japanese
(5) Many Japanese students find it difficult to understand the slight differences in meaning of related dynamic verbs, such as giggle, chuckle, and grin. Dictionary definitions, even with illustrations, often offer little help in giving the students a clear image of these verbs and their synonyms. Sound effects are displayed in brackets in captions. Since these captions in brackets appear on screen, synchronized with corresponding actions and sounds, students can easily guess the meaning of these words. In this study a sample lesson plan of teaching vocabularies using a captioned movie was presented.

<1996>
(1) Obari, Hiroyuki.
(2) A Cross-Sectional Study of Effectiveness on Listening Comprehension of the Use of Japanese Subtitled and English Captioned Videos.
(3) Studies in Foreign Language Teaching, Vol.18, Tsukuba University Foreign Language Center, pp.113-126
(4) Japanese
(5) Under four different media presentations, Japanese college students of two different English proficiency levels (N=160) were tested on listening comprehension after watching the 5 minute segment of the same movie. The results showed that students exposed to JPS (Japanese subtitles with English sound and motion pictures) and CPS (English sound and English captions with motion pictures) gained better scores than those exposed to S (English sound only) and PS (English sound with motion pictures) in their listening comprehension tests (true-false and multiple choice questions) and showed significant effects of closed captioned and Japanese subtitled videos. The author pointed out that each group seems to have different strategies for processing multimedia information.

<1996> (1) Suzuki, Hiroko.
(2) The effects of closed-captioned videos on the listening and viewing processes of EFL learners.
(3) Studies in Language, No.19, Kanagawa Univ. pp.19-34
(4) Japanese
(5) The author analyzed eye movements between students and adults in reading English captions on still pictures and motion pictures (movie) using an eyemark recorder (EMR-7 by NAC Image Technology). Students' listening comprehension was better in still pictures than that in motion pictures, whereas adults had no difficulty obtaining information from motion pictures. The author concluded that negative interference among media prevented lower proficiency level students from processing information correctly. This conclusion is supported by the analysis of eye movements.

<1996>
(1) Kikuchi, Toshikazu.
(2) A Study of the Effects of an English-Captioned Movie on Rapid Reading and Listening Comprehension.
(3) Teaching English Through Movies, No.2, Bulletin of The Association for Teaching English through Movies, pp.34-43
(4) Japanese
(5) This study examined the potential of an English captioned movie to improve rapid reading and listening comprehension. Under four different conditions a longitudinal experiment was conducted using 210 students aged 15. The results indicated that students trained under the condition of English sound and motion captions made progress in word recognition and listening comprehension. The correlation between reading and listening was statistically significant. The author concluded that an English captioned movie can be a material which helps learners improve rapid reading and listening.

<1996>
(1) Kikuchi, Toshikazu.
(2) The Potential of English Captioned Movies in English Education
(3) Numazu College of Technology Research Annual, No.31, pp.139-148
(4) Japanese
(5) Based on the previous findings reported in the research annual No.30 of Numazu College of Technology in 1995, two more experiments were conducted to investigate the effect of an English captioned movie on rapid reading and listening. In Experiment 1 improvement in word recognition was proved. In Experiment 2 focus was on improving listening comprehension. The author concluded that an English captioned movie can improve students' word recognition on screen, whereas listening comprehension can not be improved by an English captioned movie alone. The author pointed out that using educational videos and captioned movies together is an effective way of improving students' listening comprehension.

<1996>
(1) Kikuchi, Toshikazu.
(2) The Potential of Closed-Captioned Movies in English Education.
(3) A Master's Thesis presented to Graduate Division of International and Interdisciplinary Studies, Language and Information Sciences, Tokyo University.
(4) English
(5) The contents of the thesis is as follows. Chap.1 Literature Review of Studies of Still Pictures, Videos, Captioned Movies; Chap.2 A Fundamental Study of an English-Captioned Movie; Chap.3 The Effects of an English-Captioned Movie on Word Recognition and Listening Comprehension; Chap.4 The Effects of an English-Captioned Movie on Word Recognition and Listening Comprehension (This experiment was conducted to reconsider the experiment in Chap.3.); Chap.5 The Effects of an English-Captioned Movie on Rapid Eye Movement and Reading Comprehension; Chap.6 Conclusion. Pp.81 including references. The author's hypothesis was that rapid right to left eye movements in reading English captions on screen might be transferred to print reading. This was partially supported. The author stated that an English-captioned movie facilitate students' eye movement from the end of a line to the beginning of the next line, although further investigation is needed to support this finding. Finally the author concluded that an English captioned movie functions almost as effective as a traditional textbook in the rapid reading class.

<1997>
(1) Obari, Hiroyuki.
(2) A Cross-Sectional Study of Effectiveness on Listening Comprehension of the Use of Japanese Subtitled and English Captioned Videos (2).
(3) Studies in Foreign Language Teaching, No.19, Tsukuba University Foreign Language Center, pp.129-156
(4) Japanese
(5) This study compared the effects of English captioned video, Japanese subtitled video, and uncaptioned video on comprehension and retention. The results showed that subjects exposed to Japanese subtitles and English captions with English sound and motion pictures gained better scores and showed better retention than those exposed to Japanese subtitles with English sound and motion pictures, English captions with English sound and motion pictures, video with English sound and motion pictures in the listening comprehension test. This study demonstrated the positive impact of using English captions and Japanese subtitles together on English listening comprehension. An American movie, Field of Dreams, was used as a material, 257 Japanese university students participated in this cross-sectional experiment

<1997>
(1) Takeuchi, Mariko.
(2) A Study on Video Materials for Listening Comprehension: What Support Closed Captions Give to Learners While Listening.
(3) A Master's Thesis presented to Tsukuba University.
(4) English
(5) The purpose of this study was to examine the effectiveness of video materials, especially movies with English captions, on EFL learners' listening comprehension and to investigate listening strategies which they engaged in while viewing the video with captions and without captions. The effectiveness of captions was supported by comparing the six experimental conditions with the no caption condition. It was suggested that the use of authentic captioned movies enhance both bottom-up and top-down processing in listening comprehension, that is, it enhance interactive processing. The author's conclusion was that the combination of Japanese subtitles and English captions is a promising condition to help learners develop English listening comprehension. Pp. 113 including references and appendices.

<1997>
(1) Kimura, Takashi., Miyamoto, Setsuko.
(2) Exploring L2 Comprehension Processes in Viewing Video with L2 Captions in Relation to Learners' Cognitive Styles.
(3) Language Laboratory, No.34, 33- 52
(4) Japanese
(5) This article reports the result of an experiment conducted to investigate how the degree of Field Independence/Dependence affects the subjects' use of comprehension strategies in viewing video with English captions. The results indicated that the subjects' perceived use of strategies varied significantly according to their degree of FI/D. In general, relatively FD subjects used the strategies more often than relatively FI counterparts. Specifically, more often than the FI, the FD combined the voices with the pictures, saw the scenes in reference to previous shots, attended the background scenery, and translated the words into Japanese. FI/D refers to a dimensional of cognitive style, with FI representing the tendency to perceive the separate parts of a complex figure, problem, or situation, and FD the tendency to process information globally or holistically.

<1997>
(1) Suzuki, Hiroko., Hozaki, Norio.
(2) The Effective Use of Closed-Captioned Video in Understanding English and Content.
(3) Language Laboratory, No.34, 53 - 74
(4) Japanese
(5) How English captions benefit and interfere with learners' listening process in using EFL video materials. Showed a video excerpt to EFL learners and compared each pattern of their eye movements before and after different reading exercises on the captions. Eye movements traced, recorded and analyzed. Hypothesized that if learners would be given appropriate reading practice of the target captions, comprehension would be enhanced by relying more on viewing and listening to dialogues. Hypothesis was supported by the analysis of eye movements.

<1997>
(1) Kadoyama, Teruhiko.
(2) Vocabulary Teaching with the Use of Closed Captions (1)
(3) Language Laboratory, No.34, 137 - 150
(4) Japanese
(5) How closed captions, especially those used for describing sound effects, can be successfully incorporated into EFL curricula as a new approach to teaching vocabulary, especially dynamic verbs. A total of 56 closed-captioned videos were analyzed.

<1997>
(1) Kikuchi, Toshikazu.
(2) A Fundamental Study on Using Closed-Captioned Movies.
(3) Research Report, No.16, The Council of College English Teachers, pp.1-10
(4) Japanese
(5) Author addresses a brief history and discusses the educational value of captioned materials. There are five sections for teachers. The author suggests that Japanese researchers on English captioned movies investigate appropriate number of words and lines presented on screen for Japanese learners of English to reduce their memory load and to enhance their listening comprehension.

Summary and conclusion

Issues which still remain: (1)There are to my knowledge no longitudinal studies of the effects of a captioned movie on Japanese students over one year. (2)From the perspective of subjects, studies in schools for Japanese deaf students are needed to explore the potential of English captioned movies for them; (3)We need further studies on appropriate caption presentation speed, appropriate number of words and lines presented simultaneously, and the use of edited captions for Japanese learners.

Notes

References