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Development of an English-Learning System Based on Written and Spoken Language Processing Models

基于书面和口语语言处理模型的英语学习系统的开发

基本信息

批准号：
12680247
负责人：
HIRAI Akiyo
金额：
$ 2.05万
依托单位：
University of Tsukuba
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2002
项目状态：
已结题

项目摘要

Based on processing models of written and spoken language and experimental studies, the following points were clarified:1. Many Japanese, particularly less proficient EFL learners, cannot understand as many words aurally as they can visually. This suggests that the skills underlying reading comprehension are harder to apply to listening comprehension than vice versa. In reading, phonological processing utilized with visual information is a secondary source of information. However, learners experience difficulties in aurally decoding words, if they have acquired inaccurate phonological representations that differ from those employed by native speakers. In this regard, knowledge of letter-sound correspondences is important.2. The most important component of listening comprehension is word recognition followed by phrase comprehension. Thus, in addition to knowledge of letter-sound correspondences, vocabulary and collocation knowledge is crucial to enhancing listening comprehension perform … More ance.3. Spoken information held directly in a phonological short-term memory is used for lexical access by working memory. This phonological processing is not a simple mechanism involving a "processing-storage trade-off," but is more complex, utilizing "imaging" and "rehearsal" strategies to enhance higher-level processing, despite interference from prior language information.4. Written presentation of a passage followed by listening instruction is effective for comprehension of the passage, as most Japanese EFL learners are weaker at aural recognition than orthographic recognition and have poorer memory capacities for L2. Relatively advanced learners can benefit from the simultaneous aural-visual preserltation of a passage, while self-paced reading is more useful for lower proficiency lea.ners.5. Less proficient EFL learners are better at utilizing pauses placed between phrases in reading than in listening. In listening, repetition is an effective way to increase comprehension, and learners in general can significantly enhance their comprehension of a passage by listening to it at least three times. Less

基于书面语和口语的加工模型和实验研究，本研究阐明了以下几点：1.许多日本人，尤其是不太熟练的英语学习者，在听力和视觉上无法理解更多的单词。这表明，阅读理解的基本技能更难应用于听力理解，反之亦然。在阅读中，与视觉信息一起使用的语音处理是第二信息来源。然而，如果学习者获得了与母语人士不同的不准确的语音表示，那么他们在听觉解码单词方面就会遇到困难。在这方面，了解字母与声音的对应关系是很重要的。听力理解最重要的组成部分是单词识别，其次是词组理解。因此，除了字母和语音对应的知识外，词汇和搭配知识对提高听力理解能力也是至关重要的，如…更多的钱。直接保存在语音短期记忆中的口语信息被工作记忆用于词汇访问。这种语音加工不是一种简单的“加工-储存权衡”机制，而是更复杂的，它利用“成像”和“排练”策略来增强更高水平的加工，尽管受到先前语言信息的干扰。书面陈述和听力指导对理解文章是有效的，因为大多数日本英语学习者在听觉识别方面弱于正字法识别，对第二语言的记忆能力也较差。相对较高级的学习者可以受益于对文章的同时视听保存，而自定节奏的阅读对较低水平的学习者更有用。不太熟练的英语学习者在阅读中更善于利用短语之间的停顿而不是在听力中。在听力中，重复是提高理解能力的有效方法，一般来说，学习者至少听三次就能显著提高他们对一篇文章的理解能力。较少