Hamada Megumi, Goya Hideki
Department of English, Ball State University, RB 297, Muncie, IN , 47306, USA,
J Psycholinguist Res. 2015 Apr;44(2):141-57. doi: 10.1007/s10936-014-9284-8.
This study investigated the role of syllable structure in L2 auditory word learning. Based on research on cross-linguistic variation of speech perception and lexical memory, it was hypothesized that Japanese L1 learners of English would learn English words with an open-syllable structure without consonant clusters better than words with a closed-syllable structure and consonant clusters. Two groups of college students (Japanese group, N = 22; and native speakers of English, N = 21) learned paired English pseudowords and pictures. The pseudoword types differed in terms of the syllable structure and consonant clusters (congruent vs. incongruent) and the position of consonant clusters (coda vs. onset). Recall accuracy was higher for the pseudowords in the congruent type and the pseudowords with the coda-consonant clusters. The syllable structure effect was obtained from both participant groups, disconfirming the hypothesized cross-linguistic influence on L2 auditory word learning.
本研究调查了音节结构在二语听觉单词学习中的作用。基于对言语感知和词汇记忆的跨语言变异的研究，研究假设为，以日语为母语的英语学习者学习开音节结构且无辅音丛的英语单词，会比学习闭音节结构且有辅音丛的单词效果更好。两组大学生（日语组，N = 22；以英语为母语者，N = 21）学习配对的英语假词和图片。假词类型在音节结构和辅音丛方面（一致与不一致）以及辅音丛的位置（韵尾与词首）存在差异。一致类型的假词和带有韵尾辅音丛的假词的回忆准确率更高。两个参与组均出现了音节结构效应，这一结果否定了关于二语听觉单词学习中跨语言影响的假设。
