TRAINING JAPANESE LISTENERS TO IDENTIFY ENGLISH /R/ AND /1/ - A 1ST REPORT
TRAINING JAPANESE LISTENERS TO IDENTIFY ENGLISH /R/ AND /1/ - A 1ST REPORT
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DOI：
10.1121/1.1894649
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发表时间：
1991-02-01
影响因子：
2.4
通讯作者：
PISONI, DB
中科院分区：
文献类型：
--
作者：
LOGAN, JS;LIVELY, SE;PISONI, DB
以日语为母语学习英语的人通常很难区分音素/r/和/1/，即使在多年的英语经验之后也是如此。以前的研究试图训练日本听众使用合成刺激来区分这种对比，但收效甚微，特别是在测试转移到含有/r/和/1/的自然符号时。在本研究中，使用了一种不同的训练程序，强调刺激标记之间的差异性。日本受试者接受了最小配对辨认范式的训练，使用来自各种语音环境的多个自然样本对比/r/和/1/作为刺激。采用包含自然标记的前测-后测设计来评估训练效果。来自六名受试者的结果显示，新的程序比以前的训练技术更健壮。在前测和后测分数之间，获得了微小但可靠的成绩差异。结果表明，刺激变异性和任务相关因素在训练非母语说话者感知母语中不明显的新的语音对比方面具有重要意义。
Native speakers of Japanese learning English generally have difficulty differentiating the phonemes /r/ and /1/, even after years of experience with English. Previous research that attempted to train Japanese listeners to distinguish this contrast using synthetic stimuli reported little success, especially when transfer to natural tokens containing /r/ and /1/ was tested. In the present study, a different training procedure that emphasized variability among stimulus tokens was used. Japanese subjects were trained in a minimal pair identification paradigm using multiple natural exemplars contrasting /r/ and /1/ from a variety of phonetic environments as stimuli. A pretest-posttest design containing natural tokens was used to assess the effects of training. Results from six subjects showed that the new procedure was more robust than earlier training techniques. Small but reliable differences in performance were obtained between pretest and posttest scores. The results demonstrate the importance of stimulus variability and task-related factors in training nonnative speakers to perceive novel phonetic contrasts that are not distinctive in their native language.