Kinoshita Naoko | Waseda University (original) (raw)

Books by Kinoshita Naoko

KINOSHITA, Naoko, March, 2011, Waseda University Press. This book reports the results of rese... more KINOSHITA, Naoko, March, 2011, Waseda University Press.

This book reports the results of research into the rhythm acquisition processes of Korean learners of Japanese as a second language, and then uses those results to suggest practical implications for the teaching of Japanese rhythm.
Regardless of the fact that Korean learners of Japanese find learning the rhythm of Japanese speech difficult, there has been very limited research either into the acquisition of rhythm or into effective teaching methods. There are at least two likely reasons for this. First, the measurement of rhythm has been problematic.

Research into Japanese language acquisition has often used the haku as a unit of measurement. However, this concept is native to Japanese, and unable to provide any useful basis of comparison with the L1 of the learner.

A second problem has been with data collection. Research to date into the acquisition of L2 pronunciation has been short term rather than longitudinal in design, probably because of the difficulty of gathering participants and a suitable recording environment for any lengthy period of time.

A factor to be considered is that most of the research that has been done has investigated either productive or receptive competence, allowing for little insight into the interaction between production and reception in acquisition.
Also, although motivation and strategy use have been well documented as factors having important roles in language learning, there has been little research investigating these in the acquisition of second language phonology.

The research reported in this book has attempted to take into account or resolve the issues and factors already mentioned. It did this by:

1. attempting to determine a rhythm measurement method which was both able to compare the non-native speaker’s rhythm with their first language, and to track their development over time,
2. investigating the acquisition of ‘Japanese’ receptive and productive rhythm over a longer term - a period of three years,
3. attempting to determine the characteristics of Korean reading rhythm and compare these with the characteristics of Japanese and English rhythms,
4. investigating the relationship between acquisition of receptive and productive rhythm,
5. investigating the influence of individual learner differences (language proficiency, learning period, learning styles, motivation, learning strategies, beliefs, and working memory) on the acquisition of rhythm.

A brief summary of the findings is as follows:

1. PVI (Grabe and Low, 2002) proved to be an effective measure which was able to demonstrate development in learner rhythm.
2. In perception and production, the acquisition of long vowels was considerably delayed when compared to geminate and nasal consonants.
3. Korean rhythm is different to that of both English and Japanese. The nPVI values for consonants and vowels in Korean were greater than those in Japanese.
4. There was no apparent correlation between the acquisition of receptive and productive rhythm.
5. There was no relationship found between the acquisition of rhythm and general language proficiency. However, there was a relationship found between learning styles, motivation, beliefs, strategy use and working memory capacity.

After an analysis of the current textbooks and materials aiming to teach rhythm, the book explores the practical implications of these results for teaching. Chapter 8 proposes a methodology which reflects the research findings and provides examples.

Papers by Kinoshita Naoko

ExLing 2008: Proceedings of 2nd Tutorial and Research Workshop on Experimental Linguistics,

This study reports research into the development of perception of special mora categories by Kore... more This study reports research into the development of perception of special mora categories by Korean learners of Japanese as a second language. First, a test which measured boundary width and the boundary point of distinction between singletons and special mora was used to establish participants' categorical perception across four levels of proficiency. Then a two year longitudinal study followed the development of 14 learners, during which time the same test was administered three times. The results demonstrated: 1) that the special mora perceptual categories of second language learners developed in some areas, but not in others and 2) that there was a categorization of the special mora over time.

labphon.org, 2008

Abercrombie (1967) hypothesized that language can be separated into syllable and stress timed lan... more Abercrombie (1967) hypothesized that language can be separated into syllable and stress timed languages. Subsequently, Han (1962) and Ladefoged (1975) suggested that mora timing be added as a further category. Although, several researchers believe that ...

This paper reports research investigating the validity of using Pairwise Variability Indexes in r... more This paper reports research investigating the validity of using Pairwise Variability Indexes in research into the second language acquisition of speech rhythm. Findings determined that 1) expert native-speakers rate non-native speaker rhythm based ...

Differing levels of student achievement in the classroom create challenges for teachers of pronun... more Differing levels of student achievement in the classroom create challenges for teachers of pronunciation to second language learners. One possible explanation for these differences in success is that they result from mismatch in learning preferences and teaching styles (Peacock, 2001). Investigations into the learning and teaching of Japanese pronunciation have also confirmed such a style based link in the acquisition of intonation (ie. Nakagawa et al., 2008), and rhythm (Kinoshita, 2010). Building on this research, Yanagisawa et al. (2013) demonstrated that learning in the classroom is more effective when learners are encouraged to create their own representational of Japanese rhythm.
This presentation describes and evaluates a class which fosters learner choice taking into account variation in individual learning preferences. Multiple learning techniques were introduced during the teaching of Japanese rhythm, and learners were asked to identify those techniques they believed were personally most effective. The techniques introduced to the class are 1) clapping, 2) haiku, 3) visual acoustic analysis (Praat), 4) pronouncing to a beat, 5) grouping rhythmic patterns, 6) shadowing, and 7) using pronunciation symbols.
A questionnaire at the conclusion of the class demonstrated that learners varied in both the learning method they preferred, and the number of methods they found useful. Of the 25 participants, 16 preferred a single method. The rest found between two and four effective. Using Praat software for visual acoustic analysis and shadowing were the most popular (8 selections each), followed by clapping out the rhythm (7 selections).
Post-hoc testing revealed that the participants significantly improved their ability to perceive rhythmic minimal pairs when compared to a pre-test of the same words (t (24) = 2.43, p = .023). They were also able to identify significantly more new contrasts in comparison to the pre-test. (t (24) = 4.90, p < .001).

This paper reports research investigating the validity of using Pairwise Variability Indexes in r... more This paper reports research investigating the validity of using Pairwise Variability Indexes in research into the second language acquisition of speech rhythm. Findings determined that 1) expert native-speakers rate non-native speaker rhythm based on a common factor, and 2) part of that common factor can be accounted for by the use of vocalic pairwise variability.

This study reports research into the development of perception of special mora categories by Kore... more This study reports research into the development of perception of special mora categories by Korean learners of Japanese as a second language. First, a test which measured boundary width and the boundary point of distinction between singletons and special mora was used to establish participants' categorical perception across four levels of proficiency. Then a two year longitudinal study followed the development of 14 learners, during which time the same test was administered three times. The results demonstrated: 1) that the special mora perceptual categories of second language learners developed in some areas, but not in others and 2) that there was a categorization of the special mora over time.

KINOSHITA, Naoko, March, 2011, Waseda University Press. This book reports the results of rese... more KINOSHITA, Naoko, March, 2011, Waseda University Press.

This book reports the results of research into the rhythm acquisition processes of Korean learners of Japanese as a second language, and then uses those results to suggest practical implications for the teaching of Japanese rhythm.
Regardless of the fact that Korean learners of Japanese find learning the rhythm of Japanese speech difficult, there has been very limited research either into the acquisition of rhythm or into effective teaching methods. There are at least two likely reasons for this. First, the measurement of rhythm has been problematic.

Research into Japanese language acquisition has often used the haku as a unit of measurement. However, this concept is native to Japanese, and unable to provide any useful basis of comparison with the L1 of the learner.

A second problem has been with data collection. Research to date into the acquisition of L2 pronunciation has been short term rather than longitudinal in design, probably because of the difficulty of gathering participants and a suitable recording environment for any lengthy period of time.

A factor to be considered is that most of the research that has been done has investigated either productive or receptive competence, allowing for little insight into the interaction between production and reception in acquisition.
Also, although motivation and strategy use have been well documented as factors having important roles in language learning, there has been little research investigating these in the acquisition of second language phonology.

The research reported in this book has attempted to take into account or resolve the issues and factors already mentioned. It did this by:

1. attempting to determine a rhythm measurement method which was both able to compare the non-native speaker’s rhythm with their first language, and to track their development over time,
2. investigating the acquisition of ‘Japanese’ receptive and productive rhythm over a longer term - a period of three years,
3. attempting to determine the characteristics of Korean reading rhythm and compare these with the characteristics of Japanese and English rhythms,
4. investigating the relationship between acquisition of receptive and productive rhythm,
5. investigating the influence of individual learner differences (language proficiency, learning period, learning styles, motivation, learning strategies, beliefs, and working memory) on the acquisition of rhythm.

A brief summary of the findings is as follows:

1. PVI (Grabe and Low, 2002) proved to be an effective measure which was able to demonstrate development in learner rhythm.
2. In perception and production, the acquisition of long vowels was considerably delayed when compared to geminate and nasal consonants.
3. Korean rhythm is different to that of both English and Japanese. The nPVI values for consonants and vowels in Korean were greater than those in Japanese.
4. There was no apparent correlation between the acquisition of receptive and productive rhythm.
5. There was no relationship found between the acquisition of rhythm and general language proficiency. However, there was a relationship found between learning styles, motivation, beliefs, strategy use and working memory capacity.

After an analysis of the current textbooks and materials aiming to teach rhythm, the book explores the practical implications of these results for teaching. Chapter 8 proposes a methodology which reflects the research findings and provides examples.

ExLing 2008: Proceedings of 2nd Tutorial and Research Workshop on Experimental Linguistics,

This study reports research into the development of perception of special mora categories by Kore... more This study reports research into the development of perception of special mora categories by Korean learners of Japanese as a second language. First, a test which measured boundary width and the boundary point of distinction between singletons and special mora was used to establish participants' categorical perception across four levels of proficiency. Then a two year longitudinal study followed the development of 14 learners, during which time the same test was administered three times. The results demonstrated: 1) that the special mora perceptual categories of second language learners developed in some areas, but not in others and 2) that there was a categorization of the special mora over time.

labphon.org, 2008

Abercrombie (1967) hypothesized that language can be separated into syllable and stress timed lan... more Abercrombie (1967) hypothesized that language can be separated into syllable and stress timed languages. Subsequently, Han (1962) and Ladefoged (1975) suggested that mora timing be added as a further category. Although, several researchers believe that ...

This paper reports research investigating the validity of using Pairwise Variability Indexes in r... more This paper reports research investigating the validity of using Pairwise Variability Indexes in research into the second language acquisition of speech rhythm. Findings determined that 1) expert native-speakers rate non-native speaker rhythm based ...

Differing levels of student achievement in the classroom create challenges for teachers of pronun... more Differing levels of student achievement in the classroom create challenges for teachers of pronunciation to second language learners. One possible explanation for these differences in success is that they result from mismatch in learning preferences and teaching styles (Peacock, 2001). Investigations into the learning and teaching of Japanese pronunciation have also confirmed such a style based link in the acquisition of intonation (ie. Nakagawa et al., 2008), and rhythm (Kinoshita, 2010). Building on this research, Yanagisawa et al. (2013) demonstrated that learning in the classroom is more effective when learners are encouraged to create their own representational of Japanese rhythm.
This presentation describes and evaluates a class which fosters learner choice taking into account variation in individual learning preferences. Multiple learning techniques were introduced during the teaching of Japanese rhythm, and learners were asked to identify those techniques they believed were personally most effective. The techniques introduced to the class are 1) clapping, 2) haiku, 3) visual acoustic analysis (Praat), 4) pronouncing to a beat, 5) grouping rhythmic patterns, 6) shadowing, and 7) using pronunciation symbols.
A questionnaire at the conclusion of the class demonstrated that learners varied in both the learning method they preferred, and the number of methods they found useful. Of the 25 participants, 16 preferred a single method. The rest found between two and four effective. Using Praat software for visual acoustic analysis and shadowing were the most popular (8 selections each), followed by clapping out the rhythm (7 selections).
Post-hoc testing revealed that the participants significantly improved their ability to perceive rhythmic minimal pairs when compared to a pre-test of the same words (t (24) = 2.43, p = .023). They were also able to identify significantly more new contrasts in comparison to the pre-test. (t (24) = 4.90, p < .001).

This paper reports research investigating the validity of using Pairwise Variability Indexes in r... more This paper reports research investigating the validity of using Pairwise Variability Indexes in research into the second language acquisition of speech rhythm. Findings determined that 1) expert native-speakers rate non-native speaker rhythm based on a common factor, and 2) part of that common factor can be accounted for by the use of vocalic pairwise variability.

This study reports research into the development of perception of special mora categories by Kore... more This study reports research into the development of perception of special mora categories by Korean learners of Japanese as a second language. First, a test which measured boundary width and the boundary point of distinction between singletons and special mora was used to establish participants' categorical perception across four levels of proficiency. Then a two year longitudinal study followed the development of 14 learners, during which time the same test was administered three times. The results demonstrated: 1) that the special mora perceptual categories of second language learners developed in some areas, but not in others and 2) that there was a categorization of the special mora over time.