Captions do not always facilitate listening comprehension; the degree of then-effectiveness varies according to the amount of information that the individual can process in a limited period of time. In order to reduce the information that a learner processes at a time, the effective use of timing is considered to maximize listening comprehension. The results show that more information is memorized when L2 captions are presented before the corresponding L2 audio. It is suggested that this timing facilitates the listening comprehension of Japanese EFL students because they could concentrate on reading the captions and could prepare for the following audio. This effect was not seen with L1 captions and L2 audio; student performance was relatively independent of timing.
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