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

本文在对书面语和口语的加工模型和实验研究的基础上，阐明了以下几点：1。许多日本人，特别是不太熟练的英语学习者，不能理解尽可能多的单词，因为他们可以视觉听觉。这表明，阅读理解的基础技能更难应用于听力理解，反之亦然。在阅读中，语音处理与视觉信息一起使用是信息的第二来源。然而，如果学习者获得了与本族语者不同的不准确的语音表征，他们在听觉解码单词时会遇到困难。在这方面，字母和声音对应的知识是重要的。听力理解最重要的组成部分是单词识别，其次是短语理解。因此，除了字母和声音的对应关系知识外，词汇和搭配知识对提高听力理解水平也至关重要 ...更多信息 祖先。语音短时记忆中直接保存的口语信息被工作记忆用于词汇提取。这种语音加工并不是一种简单的“加工-存储权衡”机制，而是一种更为复杂的机制，它利用“想象”和“复述”策略来增强更高层次的加工，而不受先前语言信息的干扰。书面陈述的文章，其次是听力教学是有效的理解的文章，因为大多数日本EFL学习者弱于听觉识别比正字法识别和有较差的记忆能力的L2。相对先进的学习者可以受益于同时进行的视听朗读，而自定进度的阅读对水平较低的学习者更有用。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。在听力中，重复是提高理解的有效方法，一般来说，学习者只要听至少三遍，就能显著提高对一篇文章的理解。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