| Budget Amount *help |
¥3,200,000 (Direct Cost: ¥3,200,000)
Fiscal Year 2002: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2001: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2000: ¥900,000 (Direct Cost: ¥900,000)
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| Research Abstract |
Based on processing models of written and spoken language and experimental studies, the following points were clarified:
1. Many Japanese, particularly less proficient EFL learners, cannot understand as many words aurally as they can visually. This suggests that the skills underlying reading comprehension are harder to apply to listening comprehension than vice versa. In reading, phonological processing utilized with visual information is a secondary source of information. However, learners experience difficulties in aurally decoding words, if they have acquired inaccurate phonological representations that differ from those employed by native speakers. In this regard, knowledge of letter-sound correspondences is important.
2. The most important component of listening comprehension is word recognition followed by phrase comprehension. Thus, in addition to knowledge of letter-sound correspondences, vocabulary and collocation knowledge is crucial to enhancing listening comprehension perform
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ance.
3. Spoken information held directly in a phonological short-term memory is used for lexical access by working memory. This phonological processing is not a simple mechanism involving a "processing-storage trade-off," but is more complex, utilizing "imaging" and "rehearsal" strategies to enhance higher-level processing, despite interference from prior language information.
4. Written presentation of a passage followed by listening instruction is effective for comprehension of the passage, as most Japanese EFL learners are weaker at aural recognition than orthographic recognition and have poorer memory capacities for L2. Relatively advanced learners can benefit from the simultaneous aural-visual preserltation of a passage, while self-paced reading is more useful for lower proficiency lea.ners.
5. Less proficient EFL learners are better at utilizing pauses placed between phrases in reading than in listening. In listening, repetition is an effective way to increase comprehension, and learners in general can significantly enhance their comprehension of a passage by listening to it at least three times. Less
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