| dc.creator |
Miki Motohashi-Saigo |
|
| dc.creator |
Debra M. Hardison |
|
| dc.date |
2009-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:11:04Z |
|
| dc.date.available |
2015-07-20T22:11:04Z |
|
| dc.identifier |
1094-3501 |
|
| dc.identifier |
https://doaj.org/article/e1b9ccaf6db84ff8b50deb638cedb423 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/14130 |
|
| dc.description |
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. |
|
| dc.language |
English |
|
| dc.publisher |
University of Hawaii |
|
| dc.relation |
http://llt.msu.edu/vol13num2/motohashisaigohardison.pdf |
|
| dc.relation |
https://doaj.org/toc/1094-3501 |
|
| dc.source |
Language Learning and Technology, Vol 13, Iss 2, Pp 29-47 (2009) |
|
| dc.subject |
Pronunciation |
|
| dc.subject |
Speaking |
|
| dc.subject |
Speech Recognition |
|
| dc.subject |
Web-Based Instruction |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.title |
Acquisition of L2 Japanese Geminates: Training with Waveform Displays |
|
| dc.type |
article |
|