大和 知史 | |
ヤマト カズヒト | |
大学教育推進機構 国際コミュニケーションセンター | |
教授 | |
人文・社会科学関係 |
In this globalizing world, chances for Japanese people to interact with people in other countries have been increasing. Whether they be from English speaking countries or countries where English is not a first language, the medium of these interactions is mostly English, given the widely-accepted status of the language as a common language (lingua franca) in the world. A key issue here is how Japanese people perceive and comprehend non-native varieties of English. Often, non-native English contains varying degrees of foreign accents, and these accents may be a potential obstacle to the successful comprehension of what the interlocutor says, potentially leading to the failure of successful communication. To illuminate what kinds of characteristics in the accented speeches affect L2 speech perception or comprehension, we conducted a truth-value judgment experiment with Japanese learners of L2 English listening to four varieties of L2 English utterances (Chinese, Japanese, Korean and Thai). We measured time taken to make a truth-value judgment, which is assumed to reflect processing difficulty in comprehending a given accented speech, as well as the accuracy score for the judgment and
大阪教育大学教科教育学研究会, 2017年, 教科教育学論集, (16), 45 - 50, 英語The present study investigated the types of errors in English spoken word recognition by replicating an experiment reported by Field (2004), in which the top-down and bottom-up processes of second/foreign language (L2) listeners were investigated. In Field's study, 47 L2 learners listened to a series of English words and were asked to write down the final words. The contexts for the target words were manipulated in a way designed to induce top-down listening, using a contextual word or words (e.g., <i>wet</i>, <i>cloudy</i>, <i>dry</i>, <i>cold</i>, <i>got</i> [hot]). The results of Field's study showed that listeners were not affected by the top-down process, even when listening to semantically associated words. These results were dubious, however, because some limitations of the study may have affected the results. The present study therefore examined the effect of target word frequency, familiarity, and phoneme structure on Japanese-speaking English learners' bottom-up and top-down listening processes by replicating Field's study. The results showed that approximately 20%–50% of the listeners employed top-down processing when phonemes in the material were strictly controlled a
全国英語教育学会, 2016年, 全国英語教育学会紀要, 27 (0), 125 - 136, 英語[査読有り]
[査読有り]
研究論文(大学,研究機関等紀要)
[査読有り]
研究論文(国際会議プロシーディングス)
[査読有り]
This paper investigates how Japanese EFL learners perceive the location of prosodic boundaries and prominence in spontaneous spoken English. The observations are based on a series of real-time perceptual experiments carried out with 145 undergraduate students. The experiments used the Rapid Prosody Transcription task which was developed in order to study naïve listeners’ percep
2013年, 音韻研究, (17), 59 - 66, 英語[査読有り]
研究論文(学術雑誌)
研究論文(学術雑誌)
研究論文(学術雑誌)
[査読有り]
研究論文(学術雑誌)
Akashi College of Technology carried out its second study abroad program in March of 2007. This paper reports on the planning, implementation, and achievements of the three-week program conducted at the University of Auckland, New Zealand. Considering some points of concern remained from the first program, the second attempt was carried out and seemed to be a success.
明石工業高等専門学校, 2007年12月, 明石工業高等専門学校研究紀要, 50, 47 - 53The effect of instructions on pragmatic development has often been a focus of studies on interlanguage pragmatics. However, the instructions applied in these studies have not been thoroughly discussed and thus have not been expounded upon any further than the familiar dichotomous instructions; e.g., implicit/explicit teaching. For this reason, the author reviews the previous studies that dealt with the effect of instructions, focusing particularly on Japanese EFL learners, and attempts to recategorize them into more appropriate approaches. By doing this, a guideline for the effect of instruction on pragmatic development can be proposed for future research so that the limitations concerning these studies can be addressed. Initially, this paper defines the study on the effect of instruction since numerous studies unfortunately failed to confirm the effect of instruction but confirmed the teachability of certain pragmatic features. Second, it sorts out instructions in these studies based on their purposes, revealing that the traditional explicit/implicit dichotomy may not necessarily be feasible. Third, it discusses the part of pragmatic competence for which the newly categorized inst
全国英語教育学会, 2007年, 全国英語教育学会紀要, 18 (0), 161 - 170, 英語[査読有り]
[査読有り]
研究論文(学術雑誌)
This paper is a review article on "intelligibility" in pronunciation teaching. Although intelligibility has been widely regarded as a goal of pronunciation for learners of English for about a decade, its nature has been claimed to be ambiguous. This paper reviews how this concept has been dealt with both in Japanese and European ELT fields and points out the differences and problems of the concept among these countries. Finally, some implications for renovating pronunciation teaching in classroom context in Japan were discussed.
明石工業高等専門学校, 2003年12月, 明石工業高等専門学校研究紀要, 46, A143 - A149This paper examines the recognition and realisation of illocutionary force through intonation by native speakers of English and confirms if the native speakers of English recognise and realise illocutionary force through intonation as the models from the intonation studies do. In the recognition survey, participants were asked to listen to the dialogues and to judge intentions in these dialogues. In the realisation survey, they were asked to read aloud the dialogues with the instructed intentions. The results of the recognition survey illustrated that participants recognised approximately 3...
広島大学, 2003年03月28日, 広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域, 51, 177 - 186[査読有り]
[査読有り]
This paper points out problems in previous studies concerning the statistical procedure of analysis and of the way results are presented based on the most popular questionnaire format in Language Learning Strategy researches, namely SILL (Strategy Inventory for Language Learning ver. 7.0 for ESL/EFL). A more appropriate statistical procedure to analyse the data, is proposed called "Structural Equation Modelling" based on the results of both "Exploratory Factor Analysis" and "Confirmatory Factor Analysis" with Oblique Rotation and Maximum Likelihood Method. Presentation with more detailed statistics is also promoted, which allows readers to reanalyse or meta-analyse. In order to validate the proposed method above of analysing and presenting the necessary statistics, a case study was conducted on strategy use of Japanese High School students using data obtained from the SILL. This case study explored which language learning strategy contributes most to the achievement of language learning.
外国語教育メディア学会(LET), 2000年, Language Laboratory, 37 (0), 143 - 162, 日本語[査読有り]
Despite the enthusiasm for communicative language teaching in Japan, intonation teaching has been confused and is lacking in an agreed theoretical base. This paper first compares six intonation theories to seek the most appropriate intonation theory for pedagogical use. The discussion of the intonation theories follows two perspectives: 1) to see how practical and easy the notation system is, 2) to evaluate the validity of the intonation theories. With regard to the notation system, simplicity and the accuracy of representing intonation contour are considered. Moreover, as for the validity of intonation theory, the importance of the discourse perspective is taken into account. As it fulfils these conditions, this paper finally proposes David Brazil's discourse intonation theory as the most appropriate theoretical foundation for intonation teaching.
全国英語教育学会, 2000年, 全国英語教育学会紀要, 11 (0), 91 - 100, 英語[査読有り]
[査読有り]
[招待有り]
その他
書評論文,書評,文献紹介等
学術書
学術書
学術書
[招待有り]
公開講演,セミナー,チュートリアル,講習,講義等
口頭発表(一般)
ポスター発表
[招待有り]
シンポジウム・ワークショップパネル(指名)
口頭発表(一般)
[招待有り]
シンポジウム・ワークショップパネル(指名)
[招待有り]
公開講演,セミナー,チュートリアル,講習,講義等
[招待有り]
公開講演,セミナー,チュートリアル,講習,講義等
口頭発表(一般)
[招待有り]
公開講演,セミナー,チュートリアル,講習,講義等
公開講演,セミナー,チュートリアル,講習,講義等
口頭発表(一般)
[招待有り]
公開講演,セミナー,チュートリアル,講習,講義等
口頭発表(一般)
[招待有り]
公開講演,セミナー,チュートリアル,講習,講義等
口頭発表(一般)
[招待有り]
シンポジウム・ワークショップパネル(指名)
ポスター発表
公開講演,セミナー,チュートリアル,講習,講義等
口頭発表(一般)
口頭発表(一般)
[招待有り]
シンポジウム・ワークショップパネル(指名)
ポスター発表
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
その他
口頭発表(一般)
その他
その他
その他
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
競争的資金
競争的資金
競争的資金
本研究課題は「日本人英語学習者の語用論的能力を発達に資する有効な教授法を探る」ものであり,学習者の「動機づけ要因」が語用論的意識に及ぼす影響を考察したものである。その結果,知覚の面では,「自律的である学習者ほど,語用論的誤りへの気づきの度合いが高い」ということが明らかになり,自律的であることに「習熟度の高さは必要条件ではない」ことも明らかになった。産出においても,自律的な学習者ほど間接的な表現を用いることが明らかとなった。このことから,習熟度の高さが,語用論的能力の高さを示しているとは限らず,その育成を検討する際に学習者の自律性に十分に留意する指導が必要であることが分かった。
競争的資金
平成16年度の助成により、必要な物品をそろえることができた。それにより、昨年度から継続して本年度も、それらを用いて調査を開始することが可能となった。以下にその手順を記す。平成17年度4月から、学生とアポイントを取り、英語発話の録音を継続的に行っている。発話に用いられた対話文は、拙博士論文に用いた対話文と同一のもので、Brazil et al. (1980)、Roach (2000)を基に作成したものである。こうすることによって、拙博士論文において収集したデータとの比較も可能となるようにした。また、発音教材からの対話文も取り入れることで、学生同士で擬似的に対話を行い、その録音も行うことができた。学生に対して、最大でほぼ月に一回のペースでの調査を実施することができた。平成18年度においては、同じ学生に対しての調査を継続するとともに、これまでの調査において収集した音声データを分析し、経年におけるイントネーション使用の変化を分析・考察を行っている。
競争的資金