how japanese learners of english pay attention to prosodic

IPSJ SIG Technical Report

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How Japanese learners of English pay attention to prosodic cues in aurally presented English

sentences

Chie Nakamura† Yasunari Harada†† and Shun Ishizaki† †Keio University ††Waseda University

The purpose of this study is to determine what information Japanese EFL learners tend to rely on in analyzing sentence structure in English and if it varies with their English levels. The experiments were performed to determine which types of information between prosodic and syntactic cues Japanese EFL learners would apply to the sentence structure, under conditions where syntax and prosody were placed in conflict. As a result of the experiments, prosodic cues seem to be the most important information for Japanese EFL learners at primary level, but as the learners’ English levels become higher, they tend to rely more on syntactic cues in sentence comprehension.

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ⓒ 2010 Information Processing Society of Japan

Vol.2010-NL-196 No.10Vol.2010-SLP-81 No.10

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[1] , , ” — —“, , , pp. 161−182, 2001

[2] , ” ”, , pp. 287-290, 1994 [3] Fujisaki, H. “Prosody, models, and spontaneous speech”, In Y. Sagisaka, N. Campbell & N.

Higuchi (eds.), Computing prosody: Computational models for processing spontaneous speech, pp.

27-42, New York: Springer, 1997

[4] , “ ”, , pp. 9-12, 2006

[5] , ” •—”, , TL, pp. 29-54, 2002

[6] Harley, B., Howard, J. & Hart, D. “Second language processing at different ages: do younger learners pay more attention to prosodic cues to sentence structure?”, Language Learning, 45, pp. 43-71, 1995

[7] Joiner, E. “Teaching listening: How technology can help”, In M.D. Bush & R. M. Terry (eds.) Teaching enhanced language learning, Lincoln wood, IL: National Textbook company, pp. 77-120, 1997

[8] , , , , “”, Cognitive Studies, 10, 121-138, 2003

[9] Misono, Y., Mazuka, R., Kondo, T. & Kiritani, S. ”Effects and limitations of prosodic and semantic biases on syntactic disambiguation”, Journal of Psycholinguistic Research, 26, pp. 229-245, 1997

[10] Read, C. & Schreiber, P. “Why short subjects are harder to find than long ones”, Language acquisition: The state of the art, pp. 78-101, Cambridge: Cambridge University Press, 1982

[11] Rubin, J. “A review of second language listening comprehension research”, Modern Language Journal, 78, pp. 199-221, 1994

[12] Steinhauter, K., Alter, K. & Friederici, A. “Brain potentials indicate immediate use of prosodic cuTannenbaum, R. & Wylie, E. “Research reports: Mapping English language proficiency test scores onto the Common European Framework”, Educational Testing Services, 2005

[13] Townshend, B. & Todic, O. “Comparison of PhonePass testing with the educational testing service test of spoken English”, Ordinate Corporation

[14] , , , , “— (ERP) —“, , TL,

101, pp. 17-24, 2001

. - 1. [[The new teacher’s watch] [baseball on TV.]]

The new teacher’s watch has stopped. The new teachers watch baseball on TV. 2. [[My friend play] [the piano at school.]]

My friend’s play made everyone laugh. My friends play the piano at school. 3. [[Your sisters answer] [questions quickly.]]

Your sister’s answer surprised everyone. Your sisters answer questions quickly. 4. [[Your neighbors shovel] [their sidewalk carefully.]] Your neighbor’s shovel got lost in the snow. Your neighbors shovel their sidewalk carefully. 5. [[Our neighbor’s] [fish lives in the tank.]]

Our neighbors fish in the lake on weekends. Our neighbor’s fish lives in a tank. 6. [[The young student] [guards don’t get tired easily.]]

The young student guards his books carefully The young student guards don’t get tired easily. 7. [[Our dog’s] [bark sometimes frightens people.]] Our dogs bark at the neighborhood cats. Our dog’s bark sometimes frightens people. 8. [[All my friend’s] [work was lost on the bus.]]

All my friends work at McDonald’s. All my friend’s work was lost on the bus. 9. [[Trainers of wild] [animals are brave.]]

Trainers of wild animals are brave. When they are wild, animals are brave. 10. [[Only some winter] [birds fly south.]] Only some winter birds fly south. At the beginning of winter, birds fly south.



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11. [[Almost all young] [children like to eat cake.]] Almost all young children like to eat cake. When they are young, children like to eat cake.

. 1. [[Your friend’s book] [was found in the box.]] 2. [[Her friend’s show] [will be held at the theater.]] 3. [[His client’s target] [is the young generation.]] 4. [[His friend’s help] [is necessary to solve the problem.]] 5. [[Her brother’s rent] [is too expensive for this apartment.]] 6. [[Your daughter’s request] [was easy to accept.]] 7. [[Her sister’s nail] [got hurt in the door.]] 8. [[The student’s point] [was unclear to the teacher.]] 9. [[The customers] [claim discounts all the time.]] 10. [[His parents] [love to travel around the country.]] 11. [[Her sister’s look] [seems to be different than before.]



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how japanese learners of english pay attention to prosodic

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