行為経験としての英語発音による 英語スペリング記憶の促進： LとRを含む英単語の場合

鈴木 明夫, 粟津 俊二

doi:10.11225/cs.2021.043

<p>When we apply the theory of embodied cognition to the movement of a tongue while pronouncing the English sound units /l/ and /r/, does the performance to spell the English words including the English letters L and R? In order to examine this, we conducted an experiment in which twenty-four Japanese university students, whose English levels were defined as beginners, were randomly assigned to one of the following two groups: (a) participants who were trained to correctly pronounce the English sound units /l/ and /r/, and also who were asked to learn spelling out the English words including L and R by reading aloud—the pronunciation group, (b) participants who were asked to learn spelling out the same English words as shown by group (a) through circling all the letters L in blue, and all the letters R in red by a ball pointed pen—the color group. In order to examine what levels of difficulties of the English words would affect the performance of spelling words correctly, we set three levels of difficulties: easy, moderate, and difficult. The word spelling test revealed that the performance of the color group abated significantly, while the performance of the pronunciation group did not at the difficult level. This result suggests that the acquisition of pronouncing /l/ and /r/ correctly as a tongue movement can facilitate participants to spell the English words including L and R, at the difficult level, for the novice English students of Japanese speakers.</p>

行為経験としての英語発音による英語スペリング記憶の促進： LとRを含む英単語の場合

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