Harry Potter in Japanese: A Single Participant Study of Extended Bi-Modal Language Input

Autor/in	Cheetham, Dominic
Titel	Harry Potter in Japanese: A Single Participant Study of Extended Bi-Modal Language Input
Quelle	In: Reading Matrix: An International Online Journal, 23 (2023) 1, S.50-66 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Linguistic Input; Translation; Language Processing; Japanese; Reading Comprehension; Second Language Learning; Second Language Instruction; Reading Programs; Program Evaluation; Reading Rate; Program Effectiveness; Reading Processes; Adults; Auditory Stimuli; Listening Comprehension; Childrens Literature; Audio Books; Dyslexia; Foreign Countries; English; Native Language + Suchen Sie Ihr Suchwort? Sprachbildung; Sprachverarbeitung; Japaner; Japanisch; Leseverstehen; Zweitsprachenerwerb; Fremdsprachenunterricht; Programme evaluation; Programmevaluation; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseprozess; Auditive Stimulation; Hörverständnis; 'Children''s literature'; Kinderliteratur; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; English language; Englisch
Abstract	The positive effects of bi-modal input on language learning are becoming a largely accepted experimental finding. However, experiments looking at bi-modal reading in a foreign language are normally limited by the common experimental situation of classroom-based researchers studying university age participants for the limited timespan of a university semester. In this experiment we examined the effects of a seven-month, daily, bi-modal reading programme with a single adult participant. Both quantitative data, of regular measurements of reading speed, and qualitative data, of the subjective experiences of the participant, were collected. Results showed a slow but steady increase in reading speed of approximately 40%, and the participant reported feelings of reading improvement in a variety of measures. The experiment is discussed in relation to the possible benefits of bi-modal reading, especially for adult second-script learners, and a theoretical integration of visual and auditory processing of language input enabling independent mono-modal reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01