Effects of perceptual assmilation on the production of English vowels by native Japanese speakers

2002 ◽  
Vol 112 (5) ◽  
pp. 2250-2250
Author(s):  
Takeshi Nozawa ◽  
Elaina M. Frieda
Keyword(s):  
Native Japanese Speakers ◽  
Japanese Speakers ◽  
English Vowels

Cross‐dialect perception of English vowels by native Japanese speakers

2001 ◽  
Vol 110 (5) ◽  
pp. 2686-2687
Author(s):  
Elaina M. Frieda ◽  
Robert A. Fox
Keyword(s):  
Native Japanese Speakers ◽  
Japanese Speakers ◽  
English Vowels

Production and perception of American English vowels by native Japanese speakers

2006 ◽  
Vol 120 (5) ◽  
pp. 3171-3171
Author(s):  
Takeshi Nozawa ◽  
Elaina M. Frieda ◽  
Ratree Wayland
Keyword(s):  
American English ◽  
Native Japanese Speakers ◽  
Japanese Speakers ◽  
English Vowels

English and Japanese interlanguage comprehension strategies: An analysis based on the competition model

1991 ◽  
Vol 12 (1) ◽  
pp. 47-73 ◽  
Author(s):  
Yoshinori Sasaki
Keyword(s):  
First Language ◽  
Native English Speakers ◽  
English Word ◽  
Competition Model ◽  
Comprehension Strategies ◽  
English Speakers ◽  
Response Patterns ◽  
Native Japanese Speakers ◽  
Japanese Speakers ◽  
Japanese Word

ABSTRACTIn an experiment based on the competition model, 12 native Japanese speakers (J1 group) and 12 native English speakers studying Japanese (JFL group) were requested to report sentence subjects after listening to Japanese word strings which consisted of one verb and two nouns each. Similarly, 12 native English speakers (E1 group) and 12 native Japanese speakers studying English (EFL group) reported the sentence subjects of English word strings. In each word string, syntactic (word order) cues and lexical-semantic (animacy/inanimacy) cues converged or diverged as to the assignment of the sentence subjects. The results show that JFL-Ss (experimental subjects) closely approximated the response patterns of J1-Ss, while EFL-Ss showed evidence of transfer from their first language, Japanese. The results are consistent with the developmental precedence of a meaning-based comprehension strategy over a grammar-based one.

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