2015 Fiscal Year Research-status Report
What aspects of prosody and non-verbal language can be learned autonomously?
| Project/Area Number |
26580103
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| Research Institution | Hokkaido University |
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Principal Investigator |
河合 剛 北海道大学, メディア・コミュニケーション研究院, 准教授 (70312981)
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Keywords | non-verbal behavior / language learning / prosody / autonomous learning |
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| Outline of Annual Research Achievements |
Our results so far indicate (albeit yet without quantitative evidence) that non-verbal behavior can be learned autonomously to the extent of creating a mental reference model of appropriate and inappropriate behavior.
We improved our teaching practice of non-verbal behavior within the context of English language learning among university freshmen in Japan. Courseware consists of audio-visual recordings (which learners study autonomously before class), and whole-body interactions (which learners conduct with instructors and classmates during class). Our instruction, interactions, and observations mix verbal and non-verbal language. Although we cannot rule out the possibility that non-verbal behavior is influenced by verbal behavior, observations of behavior and learner introspection both suggest that visual comprehension of non-verbal behavior is essential for learners to form a mental reference of appropriate non-verbal behavior. Once a reference model is constructed, learners may judge the appropriateness of non-verbal behavior, similarly to how intermediate learners judge the goodness of pronunciation, regardless of whether the learners themselves are capable of good pronunciation. In-person interaction clarifies and solidifies the learners' skills in receiving and producing non-verbal behavior.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
Progress strengths: (1) Implemented an online learning system that may be useful for learning non-verbal behavior autonomously. The courseware is designed for university freshmen before matriculation. See paper [1]. (2) CLIL (content language integrated learning) of music and English combine body movements with verbal (particularly prosodic) skills. See papers [2][3].
Progress weaknesses: (3) The effectiveness of (1) is undetermined. Its user interface is not suited for mobile devices. Evaluation experiments are planned in 2016. (4) Because non-verbal behavior rarely exists without verbal language, measuring only non-verbal behavior is often impractical.
[1] Akio Ohnishi and Goh Kawai "Pre-matriculate mobile-assisted language learning for encouraging study between entrance examinations and start of classes" Eurocall Conference (Eurocall 2016), Limassol, Cyprus (to appear 2016-08-25)
[2] Naomi Suzaki and Goh Kawai "Encouraging blended learning via a group singalong activity for learning segmental and prosodic pronunciation features" Eurocall Conference (Eurocall 2016), Limassol, Cyprus (to appear 2016-08-25)
[3] Naomi Suzaki and Goh Kawai "Group singalong activity using lyrics cards that visually highlight segmental and prosodic pronunciation features" Japan Association of College English Teachers Conference (JACET 2016), Sapporo, Japan (to appear 2016-09-01)
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| Strategy for Future Research Activity |
Plans: (1) Improve online learning system by (1.1) optimizing user interface for mobile devices, and (1.2) improving explanations for autonomous learning. (2) Observe, record, and possibly measure the non-verbal behavior of learners. See paper [4].
[4] Noriaki Katagiri and Goh Kawai "Designing XML schema for classroom discourse visual representation through XSLT" Journal of the Hokkaido University of Education (Humanities and Social Sciences), 66(2)1-16 (2016-02-29)
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