著者

松見 法男 費 暁東 朱 桂栄

出版者

広島大学大学院教育学研究科日本語教育学講座

雑誌

広島大学日本語教育研究 (ISSN:13477226)

巻号頁・発行日

no.26, pp.29-34, 2016

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This study investigated the effect of orthographic and phonological similarities between Chinese and Japanese in an oral translation task using Chinese kanji words. An intermediate class of Chinese learners of Japanese was asked to translate aloud spoken Chinese kanji words into spoken Japanese. The results were as follows: (1) with words of both high and low phonological similarities, a facilitatory effect of the orthographic similarity was observed; (2) with words of low orthographic similarity, a facilitatory effect of the phonological similarity was evident. These different findings with the lexical decision task indicate an inhibitory effect. The results suggest that the activity of phonological representation is unbalanced between L1 and L2. With words of high phonological similarity, the link from L2 phonological representation to conceptual representation is mediated by L1 phonological representation. However, the link from L1 phonological representation to conceptual representation is not mediated by L2 phonological representation.

著者

徐 暢 費 暁東 松見 法男

出版者

広島大学大学院教育学研究科日本語教育学講座

雑誌

広島大学日本語教育研究 (ISSN:13477226)

巻号頁・発行日

no.26, pp.35-40, 2016

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We examined the effects of note taking on listening comprehension of Japanese sentences in an advanced class of Chinese students learning Japanese as a second language. We conducted an experiment to examine how working memory capacity is related to the performance of listening comprehension when note taking. We divided the participants into two groups: one group took notes during the listening comprehension; the other group did not. The main results were as follows: (1) participants with low working-memory capacity demonstrated better performance when note taking; (2) participants with high working-memory capacity showed better performance when they were not taking notes. Because the rehearsal effect occurs with visualized language information in note taking, it leaves a stronger memory trace than when not taking notes; this is particularly true for learners with low working-memory capacity. The results suggest that Chinese students learning Japanese with a high working-memory capacity can appropriately distribute their attention to processing and maintaining auditory language information by taking or not taking notes.