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

基于书面语和口语的加工模型和实验研究，澄清了以下几点：1。许多日本人，尤其是不太熟练的英语学习者，不能像视觉那样通过听觉理解很多单词。这表明，阅读理解的基本技能很难应用于听力理解，反之亦然。在阅读中，语音加工与视觉信息一起使用是第二信息来源。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征，那么他们在语音解码单词时就会遇到困难。在这方面，了解字母的发音是很重要的。听力理解中最重要的部分是单词识别，其次是短语理解。因此，除了掌握字母与语音的对应关系外，掌握词汇和搭配知识对提高听力理解能力也至关重要。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。这种语音处理不是一种简单的机制，涉及“处理-存储权衡”，而是更复杂的，利用“想象”和“排练”策略来提高更高层次的处理，尽管有先前语言信息的干扰。在听力指导下进行文章的书面陈述对于理解文章是有效的，因为大多数日本英语学习者的听觉识别能力弱于正字法识别能力，并且对第二语言的记忆能力较差。相对高水平的学习者可以从一篇文章的同时视听呈现中受益，而自定节奏阅读对水平较低的学习者更有用。不熟练的英语学习者在阅读中比在听力中更善于利用短语之间的停顿。在听力中，重复是提高理解力的有效方法，一般来说，学习者至少听三遍就能显著提高对一篇文章的理解力。少

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