International Christian University Repository / 国際基督教大学リポジトリ
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Exploring text-to-tune alignment of Japanese special moras in “happy birthday to you”
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The Good, Bad, and Ugly of Academic Writing
Get PDFStudents spend a great deal of time reading, discussing, and analysing articles in the ELA Reader, and these articles likely influence the way students write. For this reason, choosing articles for the ELA Reader is an extremely important task. Since ELA teachers do not primarily teach content, decisions about what articles to publish in the reader should prioritise the quality of the writing rather than its content, but views vary about what constitutes good writing. This short article is an attempt to begin a conversation about the kind of articles that should be given to our tudents as required reading, by comparing samples placed into three categories: the good, the bad and the ugly.departmental bulletin pape
Effects of Age, Word Order, and Sentence Types on Japanese Sentence Comprehension: A Replication Study of Sung et al. (2017) and Sung (2015) on Korean
Get PDF本追試研究は，Sung et al.（2017）とSung（2015）が韓国語の文理解研究に用いた方法を用い，日本語の文理解を調べた。Sung et al.（2017）は，年齢，語順，およびワーキングメモリーが文理解に影響することを発見した。Sung（2015）は，高齢者の文理解に焦点をあて，高齢者が文型に影響を受けることを発見した。本研究は日本語を母語とする若者と高齢者を対象とし，年齢，語順，および文型が文理解に与える影響を調べた。文理解タスクには，次の三種の基本語順文と非基本語順文を用いた：（a）二項動詞を含む能動文,（b）三項動詞を含む能動文,（c）受身文。これより，韓国語と同様，日本語の文理解にも年齢と語順が有意に影響することが分かった。また，年齢と語順に交互作用が見られた。これは，高齢者が若者より非基本語順の理解で苦労することを意味する。本研究は先行研究と異なり，日本語の文理解に態は影響しないことを発見をした。このように，本研究は追試研究に止まらず，年齢が日本語の文理解能力にもたらす変化についての新たな知見をもたらした。
This replication study examines the comprehension of Japanese sentence types using methods developed for investigating Korean sentence comprehension in Sung et al. (2017) and Sung (2015). Sung et al. (2017) found the effects of age, word order, and working memory when participants perform a sentencecomprehension task. Sung (2015) focused on the sentence comprehension of elderly adults, and found that elderly adults performed differently depending on sentence types. In our study, young and elderly adults of Japanese were recruited to examine the effects of age, word order, and sentence types on sentence comprehension. Our sentence comprehension task presented canonical and non-canonical sentences of the following three types: (a) active sentences with a two-place verb, (b) active sentences with a three-place verb, and (c) passive sentences. The Japanese participants displayed significant effects of age and word order as the Korean participants did. We also found a significant interaction between age and word order. Our results have shown that elderly adults have more difficulties with non-canonical sentences than young adults. Some results in our study deviate from the original studies: unlike the Korean studies, the voice of sentences did not show difference between active and passive voice. In sum, our study not only replicated parts of earlier studies but also contributed to better understanding the nature of the age-related changes insentence-comprehension abilities in Japanese.departmental bulletin pape
Web-Based Experiments on Activation of Referents for Nominal Anaphors While Reading
Get PDF名詞照応詞は局所的および大局的に一貫性を保って文同士を接続する重要な役割を持つ。第2言語において，文章読解の過程で名詞照応詞の指示対象の活性化を検討するために，語彙や文法，文章の量，構造の難しさを英語学習者向けに調整した文章が作成された。そして，その英語学習者向けの文章を用いた場合，英語母語話者は近接するあるいは遠方に表れる指示対象を名詞照応詞によって活性化できるか実験を行った。実験1では，近接する指示対象の活性化程度を名詞照応詞によって強く維持することを明らかにした。実験2では，遠方の指示対象が名詞照応詞によって強く再活性化するという現象は再現されなかった。しかし，実験2によって，顕在性の高い指示対象は，記憶中で容易に強く保持されることが示唆された。また，名詞照応詞の特定性や読み手の個人差が，名詞照応詞の解決を妨げる可能性が示された。
Nominal anaphors are a common linguistic device used to connect sentences coherently both at local and global levels in English. Although such coherence generation is one of the most critical aspects of reading, second language reading studies at a text level have not been developed much. Additionally, the materials and designs used in the first language research cannot be applied to second language research in terms of the difficulty in vocabulary, grammar, and text length. We created the texts controlling these difficulties. The following two experiments examined whether native English readers could activate the referent of a nominal anaphor that appeared in a close or distant discourse environment while reading the texts constructed for English as a second language learners. The first experiment revealed that the referent and its nominal anaphor pairs were able to work as their degrees of activation were maintained strongly after comprehending the nominal anaphor compared with the non-anaphor. The second experiment failed to replicate reactivation of the deactivated referent of a nominal anaphor. However, it first suggested that first language readers could retain the salient referents easily and strongly in their memory. It also indicated that the slightly low specificity of the nominal anaphors and individual differences of readers could interfere with the reactivation.departmental bulletin pape
