ESLキョウシツニオケルオーディオ/ ビジュアルキロクギジュツノタスケヲカリタ，ダイニゲンゴジガノカイハツ タンサクテキケンキュウ

　 This research explores the use of audio/visual recording devices in conjunction with prepared lesson themes and questions in an effort to both cultivate a second language ego and foster intrinsic learning in English as a second language (ESL) learners. In addition to a review of literature, a practical experiment was conducted over the course of a 15-week term at a Japanese university. At the end of the experiment, ESL learners who participated were surveyed regarding their perception of the efficacy of this learning method. The survey results proved positive regarding both the teaching method and its ability to foster intrinsic learning. Although, these initial findings are quite promising, further research will be undertaken to produce more conclusive results

ニホンノダイガクニオケルESLガクセイノブンショタイワヲツカッタVNGノコウカニツイテ

　　This research considers the use of Visual Narrative Grammar(VNG) as a means to aid in improving the fluency, accuracy, and complexity of dialogue written by ESL students at Japanese universities. VNG, such as the sequential images found in the panels of comic books, appeal to a non-verbal linguistic ability of the human mind (Gernsbacher, 1983; Cohn, 2013). If that be the case, then it could be hypothesized that VNG should have benefits in aiding language acquisition. This research seeks to explore the benefit of VNG on ESL students’ written production of English dialogue. In addition to a review of current literature pertaining to VNG, a proposed methodology of research to come has been outlined in this essay