Do Japanese EFL Learners Activate Phonology in Reading English Words and Japanese Kanji?

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概要

• 論文の詳細を見る

• This article explores whether or not there is further support for 'the dual access model' of the word meaning access, and if so, examines what relationship can be assumed between the two processing routes (i.e. phonology-mediated versus visual) of the model. In the two experiments to be reported, Japanese university students were required to make semantic and phonological decisions for English or Japanese kanji word pairs presented simultaneously on the computer monitor. Though the overall results suggest the plausibility of the above dual processing routes, the present study may also postulate 'a universal activation-dominance hypothesis' of the model, the verification of which seems to be an important next step for the future research.

• 社団法人大学英語教育学会の論文
• 2005-03-25

著者

• 門田 修平

  Kawansei Gakuin University

• 石川 圭一

  Kyoto Women's University

関連論文

• Japanese English Language Learners' Phonological Knowledge of Derived English Words
• Do Japanese EFL Learners Activate Phonology in Reading English Words and Japanese Kanji?
• Training Japanese Students to Recognize and Produce English Syllables
• Grammatical Class and Rhythmic Context : English Stress Assignment by Japanese Students

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