| Project/Area Number |
25370444
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Linguistics
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| Research Institution | Kanazawa Medical University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
ERICKSON Donna 金沢医科大学, 一般教育機構, 非常勤講師 (80331586)
WILSON Ian 会津大学, コンピュータ理工学部, 教授 (50444930)
SUEMITSU Atsuo 北陸先端科学技術大学院大学, 情報科学研究科, 助教 (20422199)
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2014: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2013: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | language rhythm / Teaching / English / Japanese / Chinese / articulation / jaw / F1 / Teaching English / Language Rhythm / Acoustics / Articulation / Biofeedback / English rhythm / Japanese phrasal stress / Mandarin phrasal stress / L2 learning / Jaw displacement / C/D model / Formants / 音声学 / 第二言語習得 / ＥＭＡ / 国際情報交換 アメリカ |
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| Outline of Final Research Achievements |
We explored acoustic/articulatory characteristics of language rhythm, to better understand how to give effective feedback to learners of English as a second language. We examined articulatory jaw displacement patterns of Japanese and Chinese utterances, and how these differ from those of English. We reported that the rhythmical organization of each of these languages is such that speakers use the jaw (mouth) to provide a basic underlying rhythmic structure of their language, as they produce each syllable in the utterance. Japanese and Chinese, for instance, tend to have increased syllable stress (implemented by increased jaw opening), at the end of phrases/ utterances, and maybe also at the beginning of phrases, while English has a hierarchical organization such that each syllable has a specific value of stress. For learning a second language, it is important to “retrain” articulatory mechanisms to produce the rhythmic pattern of the second language.
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