Acquisition of L2 Japanese Geminates: Training with Waveform Displays

Autor/inn/en	Motohashi-Saigo, Miki; Hardison, Debra M.
Titel	Acquisition of L2 Japanese Geminates: Training with Waveform Displays
Quelle	In: Language Learning & Technology, 13 (2009) 2, S.29-47 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Second Language Learning; Second Language Instruction; Japanese; Web Based Instruction; Auditory Perception; Visual Perception; Visual Aids; Pretests Posttests; Measurement Techniques; Feedback (Response); Control Groups; Vowels; Phonemes; Identification; Generalization; Transfer of Training; College Students; Interviews; Stimuli; Foreign Countries + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Japaner; Japanisch; Web Based Training; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Anschauungsmaterial; Messtechnik; Fonem; Identifikation; Identifizierung; Training; Transfer; Ausbildung; Collegestudent; Interviewing; Interviewtechnik; Anreizsystem; Ausland
Abstract	The value of waveform displays as visual feedback was explored in a training study involving perception and production of L2 Japanese by beginning-level L1 English learners. A pretest-posttest design compared auditory-visual (AV) and auditory-only (A-only) Web-based training. Stimuli were singleton and geminate /t,k,s/ followed by /a,u/ in two conditions (isolated words, carrier sentences). Fillers with long vowels were included. Participants completed a forced-choice identification task involving minimal triplets: singletons, geminates, long vowels (e.g., "sasu," "sassu," "saasu"). Results revealed a) significant improvement in geminate identification following training, especially for AV; b) significant effect of geminate (lowest scores for /s/); c) no significant effect of condition; and d) no significant improvement for the control group. Most errors were misperceptions of geminates as long vowels. Test of generalization revealed 5% decline in accuracy for AV and 14% for A-only. Geminate production improved significantly (especially for AV) based on rater judgments; improvement was greatest for /k/ and smallest for /s/. Most production errors involved substitution of a singleton for a geminate. Post-study interviews produced positive comments on Web-based training. Waveforms increased awareness of durational differences. Results support the effectiveness of auditory-visual input in L2 perception training with transfer to novel stimuli and improved production. (Contains 5 figures, 1 table, and 10 notes.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10