日本人学習者の英語発話能力におけるリズム教育の一効果 : 二強勢間の継続時間に関して

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概要

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• The present study describes how two groups of Japanese EFL learners, Proficient Japanese (PJ) and Non proficient Japanese (NJ), differ in their production of durational inter-stress intervals (ISIs). To improve their production ability rhythm instruction is designed and administered to the learners once a week for three months. Pre and Post Tests are given after and before the instruction. As a result PJ produces shorter duration of ISIs of the sentences in the tests than NJ. The shortening rate of ISIs for PJ, however, is lower than that for NJ (PJ, 8.5%; NJ, 14.0% ). These results show that the rhythm instruction is effective for improving Japanese learners' production ability, especially for NJ to compress stressed vowels in ISIs, which PJ had already acquired. On the other hand, neither PJ nor NJ is fully acquired the ability in compress unstressed vowels in ISIs yet. The present study also suggests that rhythm instruction should be given to the learners at earlier stage of learning.

• 全国英語教育学会の論文

著者

• 中野 秀子

  東和大学

関連論文

• 日本人学習者の英語発話能力におけるリズム教育の一効果 : 二強勢間の継続時間に関して

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