{"title":"口语重复对日语单词重音的影响","authors":"Kayo Yoshida, A. Fukada","doi":"10.17161/IALLT.V44I1.8533","DOIUrl":null,"url":null,"abstract":"Japanese word accentuation is a problematic area for learnersunfamiliar with a pitch accent system. Since accent locations areunpredictable, learners are typically told to memorize them by rote,which is a time-consuming, tedious, and demanding task. It wouldcertainly be ideal for learners to learn correct accentuation withoutexplicit instruction as they learn new words. This article reports on apreliminary study that examined effects of a computer-based onlineword repetition exercise on the learning of Japanese wordaccentuation. 41 students in their 10th week and 17 students in their12th week in a 2nd-year 1st-semester Japanese course took a pretest,followed by computer-based online word repetition practice on theSpeak Everywhere system, a posttest immediately after the practice,and a delayed posttest after one week (class-and-computer condition).Out of the same group of students now in a 2nd-year 2nd-semestercourse, 22 students took a pretest, followed by two posttests in their 5thweek (class-only condition). A paired t-test (two tailed) performed on13 overlapping subjects found a significant difference between the twoconditions (t=5.58, p<.001, Cohen’s d =1.9309). The online word repetition practice produced a significant gain in accentuation scores without explicit instruction, while classroom instruction alone was not sufficient to produce a significant gain.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"Effects of Oral Repetition on Learners’ Japanese Word Accentuation\",\"authors\":\"Kayo Yoshida, A. Fukada\",\"doi\":\"10.17161/IALLT.V44I1.8533\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Japanese word accentuation is a problematic area for learnersunfamiliar with a pitch accent system. Since accent locations areunpredictable, learners are typically told to memorize them by rote,which is a time-consuming, tedious, and demanding task. It wouldcertainly be ideal for learners to learn correct accentuation withoutexplicit instruction as they learn new words. This article reports on apreliminary study that examined effects of a computer-based onlineword repetition exercise on the learning of Japanese wordaccentuation. 41 students in their 10th week and 17 students in their12th week in a 2nd-year 1st-semester Japanese course took a pretest,followed by computer-based online word repetition practice on theSpeak Everywhere system, a posttest immediately after the practice,and a delayed posttest after one week (class-and-computer condition).Out of the same group of students now in a 2nd-year 2nd-semestercourse, 22 students took a pretest, followed by two posttests in their 5thweek (class-only condition). A paired t-test (two tailed) performed on13 overlapping subjects found a significant difference between the twoconditions (t=5.58, p<.001, Cohen’s d =1.9309). The online word repetition practice produced a significant gain in accentuation scores without explicit instruction, while classroom instruction alone was not sufficient to produce a significant gain.\",\"PeriodicalId\":366246,\"journal\":{\"name\":\"The IALLT Journal of Language Learning Technologies\",\"volume\":\"28 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-04-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The IALLT Journal of Language Learning Technologies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17161/IALLT.V44I1.8533\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The IALLT Journal of Language Learning Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17161/IALLT.V44I1.8533","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 9
摘要
日语单词的重音对于不熟悉音高重音系统的学习者来说是一个有问题的领域。由于口音的位置是不可预测的,学习者通常被要求死记硬背,这是一项耗时、乏味、费力的任务。对于学习者来说,在学习新单词的过程中,在没有明确指导的情况下学习正确的重音当然是理想的。本文报告了一项初步研究,研究了基于计算机的在线单词重复练习对日语单词重音学习的影响。在二年级一学期的日语课程中,41名学生在第10周和17名学生在第12周进行了预测,然后在speak Everywhere系统上进行了基于计算机的在线单词重复练习,练习后立即进行了后测,并在一周后延迟进行了后测(课堂-计算机条件)。在同一组现在正在上二年级下学期课程的学生中,有22名学生参加了前测,随后在第五周进行了两次后测(仅限班级)。对13个重叠受试者进行配对t检验(双尾)发现两种情况之间存在显著差异(t=5.58, p<。0.001, Cohen’s d =1.9309)。在没有明确指导的情况下,在线单词重复练习在重读分数上产生了显著的提高,而课堂教学本身并不足以产生显著的提高。
Effects of Oral Repetition on Learners’ Japanese Word Accentuation
Japanese word accentuation is a problematic area for learnersunfamiliar with a pitch accent system. Since accent locations areunpredictable, learners are typically told to memorize them by rote,which is a time-consuming, tedious, and demanding task. It wouldcertainly be ideal for learners to learn correct accentuation withoutexplicit instruction as they learn new words. This article reports on apreliminary study that examined effects of a computer-based onlineword repetition exercise on the learning of Japanese wordaccentuation. 41 students in their 10th week and 17 students in their12th week in a 2nd-year 1st-semester Japanese course took a pretest,followed by computer-based online word repetition practice on theSpeak Everywhere system, a posttest immediately after the practice,and a delayed posttest after one week (class-and-computer condition).Out of the same group of students now in a 2nd-year 2nd-semestercourse, 22 students took a pretest, followed by two posttests in their 5thweek (class-only condition). A paired t-test (two tailed) performed on13 overlapping subjects found a significant difference between the twoconditions (t=5.58, p<.001, Cohen’s d =1.9309). The online word repetition practice produced a significant gain in accentuation scores without explicit instruction, while classroom instruction alone was not sufficient to produce a significant gain.