日本人英語学習者の音声文理解にプロソディ情報が果たす役割
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(6) Šľğà ,Ô4. How Japanese learners of English pay attention to prosodic cues in aurally presented English sentences Chie Nakamura† Yasunari Harada†† and Shun Ishizaki† †Keio University ††Waseda University. 3. = H ; P , 7 C ƱǚƑȏĔŤǃ,1 ľCŠħ *?ǍƭCƱǚƑ6,6>/® "0¾¯@ CNj ewU[E0Ťǃ+? ƱǚƑȏĔŤǃ/(*ůƌ=(2009)Ƌ*? CƜ . The purpose of this study is to determine what information Japanese EFL learners tend to rely on in analyzing sentence structure in English and if it varies with their English levels. The experiments were performed to determine which types of information between prosodic and syntactic cues Japanese EFL learners would apply to the sentence structure, under conditions where syntax and prosody were placed in conflict. As a result of the experiments, prosodic cues seem to be the most important information for Japanese EFL learners at primary level, but as the learners’ English levels become higher, they tend to rely more on syntactic cues in sentence comprehension.. 1) [[òȜĚǹ *] ↑ [ǘ *?ȜČCȜǎ(96 $]] 2) [[ò] ↑ [Ěǹ *Ȝǘ *?ȜČCȜǎ(96 $]] ľƦ 1), 2)1Íš0¿ǚ°/<>Šħ@? ”↑”+Ɯ@*?¾¯@ı¦ @?ƹ/<>ľƦ§0ĠÓå½ ? 1)+1
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(13) Vol.2010-NL-196 No.10 Vol.2010-SLP-81 No.10 2010/5/27. ğà¬ƉñƚƤàÑ IPSJ SIG Technical Report. ſ Ȏä0ewU[E, *1ľƦ0Šǯ{0Ƿ“The new teachers watch” ª0Ǎ ǷÎǗ ”watch” 0Ƿ®/ŎèDKTx\ƹ@ "0ĕ/Ŧ( )ƹ@? @/ø ľ 1)0Ŀ|ƵǷȎäCľ 2)0Ŀ|ƵǷȎä/¦@ō$Ʊǚ-ewU [EkRjYXľ 3)+1 ľƦ0Šľğà/*1”watch”Ƿª0ǍǷÎǗ+ ?/:ȂB= ewU[Eğà+1”watch” <>:¶0 “teachers” /ŎèDKT x\ƹ@ ǍǷÎǗ0”teachers”,”watch”0ȁ/Ŧƹ@?}DŽƁ.Ȏä, .> ľƦ0ŠľğàƜ ƱǚŤǃ,ewU[EğàƜ ƱǚŤǃzDž . (6> ľƦ/?Šľğà, *1” The new teachers watch”Ƿ+?/:Ȃ B= Ȏä0ewU[Eğà, *1”The new teachers”Ƿ, *=@?Ȏ äŕ{?. ŵ@? 6$ ǘƾ1ewU[Eğà/<?ĩ>Cƿĩ/~?,/<>. DŽ®0ĠÛ ?ƱǚŠǯCŅƛ½ ?,+?(ůƌ= 2009) ŒƚƤ+1 ew U[Eğà Šľğà/<>Njƈ@?ƱǚŤǃ0ƗǏ/ƀžCď*$ôȘClj'$. 4. * S J 4 ôȘ/1 Read & Schreiber(1982), Harley et al.(1995)0ƚƤ+Ƌ@$
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(15) . 4.1 * S 1 = H - 1 F M & G L / I R. . 1) [[The new teachers] [watch baseball on TV.]] 2) [[The new teacher’s watch] [has stopped.]] 3*) [[The new teachers] [watch has stopped.]. [[The new teacher’s watch] h] ↑ [has [hhas stopped.]] stopped.]] S. V V. C C. h]] ↑ [has [has stopped.]] [h stopped.]] pp ]] [[The new teacher’s watch].
(16) . Û 1 `yjuľ/?Šľğà,ewU[EğàƜ ƱǚŤǃ0zDž. ľƦ 1), 2)0Ŀ|ƵǷ1 Í ¿ǚ°=Šħ@? "@#@0ľ0+Ə.? ƱǚŤǃCĮ(k^juhD+? ľ 1)/*1[The new teachers]Ƿ. [watch]¼ǗÈ+?0/ø ľ 2)+1[The new teacher’s watch]Ƿ+? Œ ŕȎäľ/*1 ľƦ0ľűƑǍƭ, *0ŠľğàƜ ƱǚŤǃ,ƐǘȎä {+Njƈ@?ewU[EğàƜ ƱǚŤǃ1zDž *?ſ "@#@0ľƦ/ ?Ƿľ 1)+1”The new teachers” ľ 2)+1”The new teacher’s watch”+? ,ľƦ0Šǯ{=:Ȏäğà=:ǝ7Å?,+?ȚÛ 1ț 0<.k ^juhDCÐ8ľƦ0ȎäC"@#@DŽƁ.ewU[E+ǾȎ $ĕ ľ 1)0Ŀ |ƵǷ0Ȏä,ľ 2)0Ŀ|ƵǷ0ȎäC¦@ō?¬ƉClj ľ 3*)0</ľ Ʀª0ľűƑ.ŠǯCƜ Šľğà,ƐǘȎä{+Njƈ@?ewU[EğàCĻĠ /øƥ $ȎäľCħ ?,ȚÛ 2ț ŠľğàƜ ƱǚŤǃ,ewU[Eğà Ɯ ƱǚŤǃzDž ..?ȚÛ 3ț ľ 2)0</Ȏä0¦@ōClj¶0` yju.Ȏä+1 Šľğà0ƱǚŤǃ,ewU[Eğà0ƱǚŤǃ1zDž *?. The new teachers rs wat watch baseball on TV..
(17) . S + V. . The new teacher’s r’s wat watch has stopped. S The new teacher’s watch baseball on TV. -
(18) . The new teachers watch has stopped.. Û 2 Ȏä0¦@ō/<?Ʊǚ-ewU[EkRjYXľ0ħ 2. ⓒ 2010 Information Processing Society of Japan.
(19) Vol.2010-NL-196 No.10 Vol.2010-SLP-81 No.10 2010/5/27. ğà¬ƉñƚƤàÑ IPSJ SIG Technical Report. 1sxWl, $. • The new teacher’s watch has stopped.. 4.2 * S 2 1 M ! ? 8 ) I R . [[The new teacher’s watch]] ↑ [has [ stopped.]] S. V. ôȘ 1 0ǍÎǗǵĬǞȒ/Ƌ$ľƦ,Íš0`yjuľ 11 ľ Ʊǚ-ewU[ EkRjYXľ 11 ľ/ 50Hz +wybRdEuVC$Ȏä/?ǷƹƄó ǞȒClj'$ wybRdEuV/1 ?ÒŲĽ<>șÒŲĽħ®C¦¹Ȏä =ȅ ?Ťǃ> Ɛǘ0ĶĸȎȅÂ@?.-¹=ȎȏğàCƆė ?,ÚȊ/.?zŁ ÒŲħ®1Į@?$9Ɛǘ0ߌÒŲĽħ®;Fx \_yPqx.-0ewU[Eğà1Į@?</Ƌ ?(ùŗ= 2003) wy bRdEuV0»ř/<>ȎȏğàŸǭ "0ưřŠľğàʼnņ/.>= @?ğà0.ĩ>, *ewU[EğàĎǟ@$Ň njȘƾ0ǷƹƄ óǞȒ/-0<.ĒȐǎ=@?0CŞǖ $ DŽƁ.Ɛǘ+1Ǯą ľƦª/?Ƿ0ǍǷÎǗ/ŎèDKTx\ƹ@. "0ĕ/Ŧƹ@? 2ôȘª+ôȈ/Ƌ@$Ȏä0& ľ 4)Țťh yQț0Ȏä/?ewU[EC/İ?, ľƦ0Ƿ+?[Your friend’s book]/?ǍǷÎǗ”book”/ŎèDKTx\ƹ@ =/[Your friend’s book],"0ĕ/Ƴ[was found in the box.]0ȁ/Ŧƹ ƹ@? ľ 4)0Ɛ ǘȎä0cYXŊƵ/*: ľƦª0Ƿ,"0ĕ/Ƴ¿ǚ°0ȁ0Ŧƹ Ņƛ+?,B?(Û 4 ÃƂ) ôȘ 2 +1 dEuV¬Ɖ@$ȎäCƿ$Ň/ľƦª0Ƿ0ƹCƄó+ *?CŞǖ ?$9 ŧǑ/}ŧǑ0bsmyV, *ľƦª/?Ŧƹ0 ƲƳŇȁ/ÙƧJyCĭ *?-CǓŹ $ ©Ƒ/1 njȘƾ/1 @=Ŵ@?ȎäǮą0Ɛǘ/Ƅũ.¬ƉCº$:0+?,C 9 Ŵ @*?ȎäCųĠŶƿ${+ľƦª0ǷCƄó ǷƮB'$Ňž+J yCĭ *ÙƧ ?<įƜ $ ĩȑ, *1 ×Ȓ 1 ×/(Ȏä 2 ÙĵƜ @ ì90Ȏä 2 Ù0«Ɗ njȘƾ1tR^xL07/ȉ $ 3 Ùƒ0Ȏä« ƊŇ ľƦ0ǷƮB'$,ĝŇž+NxcpyV{0 1 JyCĭ *ÙƧClj '$ 3 Ùƒ0Ȏä«Ɗ0HxTY\=njȘƾ 1 JyCĭ 6+0ÄĜŇȁCŹ ó Ȏäª/?Ƿ,"0ĕ/Ƴ¿ǚ°,0ȁ/?Ŧƹ(ľ 4)/? “ ”Ƿ®)0ƲƳŇȁª/ÄĜ+*@2ŧǑ Ŧƹ0¶ĕ+ÄĜ *$áË 1}ŧǑ, $. C.
(20) . [[The new teachers]] ↑ [ watch has stopped.]]. Û 3 Šľğà,ewU[EğàƜ ƱǚŤǃ0}zDž @,Í Ŕ+ħ $ 11 ľ0Ʊǚ-ewU[EkRjYXľ0Ȏä0«Ɗĕ ľ Ʀ/?Ƿª0ÎǗÈ 2 (CÙƧ0ǵĬǁ, *njȘƾ/ĵƜ .
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(22) ľƦ0ǚCǵĬ ? ,Ǖ×0Ġ ÓCƉǑ *ÙƧ *?C²ŀ ?$9/Ƌ=@$ `yjuľ0ǍǷÎǗ ǵĬ/*ŧǑƇ0njȘƾ(80%|)1 Ǖ×0ĠÓCƉǑ *.džǚ¹ VRKCljvgu/Dz *.ÉǃĞș Ʊǚ-ewU[EkRjYXľ/ ?njȘƾ0ȎäľƉǑ0ŁƍCǎ?{+[yV@?ÉǃĞ?ſ ®Ř0 ŪȆ+ȅç $ . Ʊǚ-ewU[EkRjYXľ 11 ľ,`yjuľ 11 ľ0ĵƜ 3. ⓒ 2010 Information Processing Society of Japan.
(23) Vol.2010-NL-196 No.10 Vol.2010-SLP-81 No.10 2010/5/27. ğà¬ƉñƚƤàÑ IPSJ SIG Technical Report. 4)[[Your friend’s book] [was found in the box.]]. 4.4 D H # 0 6. njȘƾ0džǚ¹0įŢ/1 njȘƾ§ÕŒôȘ/¥ȗ*ÆȘ *$ Versant English Test 0ưřCƋ$ Versant English Test 1ȎäǙǣīNJC'$džǚ¹²ó ZR\+> èĩş;ÜƥèñC1 9 ÝłƫÜèȕ0ijƋ.-+:dž ǚ¹ǖŅƋ0ZR\0 1 (, *İ=@*?ZR\+?(Joiner 1997, Áƌ 2002) 6$ Versant English Test 0ėž1rywYbǒǚ¨ǮÃƽŚ(CEFR)+Ǖó @*?džǚ¹0´Dzĉvgu,øĜ *>(Tannenbaum & Wylie 2005) ŒôȘnj Șƾ0džǚ¹1±Ƭ=Ƭ/®ā *?. . 4.5 E S B. ŖǸª/ĨÝ ?èñ/Ýƪ džǚ0IJşCû *?łŒ 113 Î(èñ 1 3 ćƊ)ôȘ/ú $ njȘƾ1ŒôȘ/¥ȗ 9 Versant English Test CÆ Ș *$ Versant English Test /<?njȘƾ0džǚ¹1 CEFRȚrywYb¨ǮÃƂ Śț/?±Ƭvgu=Ƭvgu(A1-B2)/Ɠď ?. Û 4 ľƦ 4)0ȎäŲđ,cYXŊƵ ôȘ 2 /*1 Šľğàʼnņ,.>ewU[EğàĎǟ@$Ȏä0Ƿ ƹƄóǞȒ/*njȘƾ-0<.ÄĜCǎ ?CŞǖ ?,¨/ ôȘ 1 0ưřCøĜ ?,+ Šľğà,ewU[EğàŁ?`yjuȎäľĵ ƜŇ, ewU[EğàĎǟ@$wybRdEuVȎäľĵƜŇ+0ÄĜ0Ɠdz CŬǩ Šľğà ewU[Eğà0Į(ƱǚŤǃdžǚȎäľƉǑ/*-0 </ĒȐ ?CŞǖ $ 4.3 O ( N O. ôȘª+Ƌ $Ȏä0ǾȎ1 èñŠª0ȃȎõȚȎȐRVQHț+ljB@$ ǾȎ/1¿zįÏĞNx[xOyjFKCƋ Ȏä1Oxeuvy\ 48kHz +ǾȎ @$ Ȏäľ0Ɛǘƾ1łŒ0ñŜ șŜ+ 7 ćȁdžǚļă, *0ƯȘCĮ( džǚūǚǘƾ0DmtIȚëĞ 45 Ũț+'$ Ɛǘƾ1ƋĠ@$ľƦ0tR \C~=@ ļƝŌCǝ8<.Rcy]+B>; 1'>, $ÇǟCĚ *Ɛǘ ?<įƜ@$ ľƦȎä0ǿ0ĆÞ1 3.35ms,ȚŎù 2.43ms Ŏ è 4.65ms ŢźĀ 0.57ț+'$ ľƦ0ǾȎĕ Ȏä0¦@ō;wybRdE uV¬Ɖ.-0Ȏäºÿ/1 logic pro 9 (Apple) CƋ$. 4. ⓒ 2010 Information Processing Society of Japan.
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(27) . ôȘ 1 +Ƌ $ 22 ľ/wybRdEuV¬ƉC $:0Ȏ䵿, *ĵƜ @$ njȘƾ1 ȎäCųĠŶƿ${+ľƦª0ǚǷ®CƄó ?<įƜ @$ ôȘ 2 0ŒƎCì9?¶/ƷƼ×Ȓ 12 ľClj'$ ƷƼ×Ȓ+1wybRdE uV¬Ɖ@*.Ǯą0Ȏä«Ɗ@$ ĩȑ, *1 njȘƾ1Ȏä 2 Ù «Ɗ@?ȁ1tR^xL07/ȉ "0ĕ 3 Ùƒ0Ȏä«ƊŇ/ǚǷ® ƮB'$,ĝŇž+Jyiy]0 1 JyCĭ ÙƧClj'$ njȘƾƷƼ×Ȓ 12. #& *+. ''#&. ( . Û 6 ôȘ 2 ĩȑ 5. ⓒ 2010 Information Processing Society of Japan.
(28) Vol.2010-NL-196 No.10 Vol.2010-SLP-81 No.10 2010/5/27. ğà¬ƉñƚƤàÑ IPSJ SIG Technical Report. wU[Eğà/1§ųĠ Ȏä0Šľğà07/<>ÙƧCǵĬ $ÉǃĞ0 2 Ǯ>0ǑǺƽ=@$ 0ž/Ȃ * ôȘ 2 0wybRdEuV¬Ɖ@$Ʊ ǚ-ewU[EkRjYXľ/?ǷƹƄóǞȒ/*1ŧǑÙƧƇ,džǚ ¹0ȁ/ǥ0ƓȂǎ=@$,= ±ƬdžǚñƼƾewU[EğàǮ>/ľƦ CƉǑ ?zŁ njȘƾ0džǚ¹0vgu{?/Ė Šľğàʼnņ/.>e wU[EğàĎǟ@$Ȏä/*:.ewU[Eğàç0ğàCǬȇ < , ?</.?¢Ïǎ=@$ @/<> ôȘ 1 0ưř=ĴŹ@$ 2 ( 0ÉǃĞ0& njȘƾ0džǚ¹{?/ĖewU[Eğà/ųĠCĪB Ȏä 0Šľğà07/<>²ŀCljÉǃĞĹĮ@$. 5. < 3 A + 5.1 * S 1. ÙĄ®Ř0ưř `yjuľ Ʊǚ-ewU[EkRjYXľ0Ł/*ŧǑÙ ƧƇ,džǚ¹,/ƓȂǎ=@$(`yjuľ: t=4.51, p<.0001 Ʊǚ-ewU[EkR jYXľ: t=2.94, p<0.0040) 6$ ǞȒ0ĠÓCƉǑ /Ǵď/ÙƧ *?Éǃ Ğ0?njȘƾ; ǚ²ŀVRKCljdžǚ¹.njȘƾ0[yVCȅç ?$ 9 `yjuľ0ǍǷÎǗǵĬǞȒ/*ŧǑÙƧƇ 80%|0njȘƾCȅ ${+ĺ9*ÙĄ®ŘClj'$ưř +:ƓȂǎ=@$(t=2.47, p<0.0155) 0,= džǚ¹{?/Ė ǍǷÎǗǵĬǞȒ/?ųƒğà: ew U[Eğà/ß)$²ŀ=Šľğà/ß)$²ŀ/åƟ *?,ǒ? ( 6> džǚȎäľƉǑ/*1 ±ƬdžǚñƼƾ1njȘƾewU[EğàCĩ >, ?zŁ džǚ¹0vgu{?/Ė ewU[Eğà<>:ŠľğàC ȎäľƉǑ0ĩ>/ ?ÉǃĞƽ=@? .= Šľğà/<> ǚ²ŀClj'$njȘƾ/Ȃ *1 ¥ljƚƤ+0 L1 CøǤ, $ôȘàÑ(Misono et al. 1997)/:?</ Ȏäľ/?ewU[Eğà,ŠľğàƖƔ *? ,/ŭ${+ľƦ0Šǯ{ŧ ŠľğàC£¥ *ǚ²ŀClj'$Éǃ Ğ, ewU[Eğà/1§ųĠ Ȏä0Šľğà07/<>ǚ²ŀClj'$ ÉǃĞ0 2 Ǯ>0ǑǺƽ=@? 0ž/Ȃ * ôȘ 2 0dEuV¬ƉC $ Ȏäľ/?ƉǑ0ưř,ƴË *ƽ÷Clj. 5.3 > % A +. ôȘưř, * ôȘ 1 +1njȘƾ0džǚ¹{?/ĖȎäľƉǑ/?ų ƒğàewU[Eğà=Šľğà5,åƟ ?,ưřė=@$ 6$ ô Ș 2 /*: wybRdEuV¬Ɖ@$Ʊǚ-ewU[EkRjYXľ0Ƿ ƹƄóǞȒ0ŧǑƇ,džǚ¹/1ǥ0ƓȂǎ=@ njȘƾ0džǚ¹{?/Ė ȎäľƉǑ/ewU[EğàCƋ..?,ưřƜ@$ 0,=. ±ƬdžǚñƼƾȎäľƉǑ/*ewU[Eğà/ß)$²ŀCljzŁ dž ǚ¹{?/(@ ñƼƾ1ewU[Eğà+1.ǚĠ;ǚđĢ.-Šľğà/ Ȃǰ $ğà/ß)$¬ƉClj</.?,ƽ=@? @=0ưř= ł ŒdžǚñƼƾ/<?ȎäľƉǑ/* džǚñƼ´Dzĉ{ń ?/ ƉǑ 0ŁƍewU[Eğà/ß)$ƉǑ=Šľğà/ß)$ƉǑ5,å½Ɗ ?ÉǃĞƜÖ@$. 5.2 * S 2. ôȘ 2 +1 ȎäC 2 Ù«Ɗ $ĕ/ 3 Ùƒ0Ȏä«Ɗ0HxTY\=ÙƧƾ JyCĭ 6+0ÄĜŇȁCǓŹ ȎȏğàŸǭ ewU[EğàĎǟ@$ Ȏä/*njȘƾľƦ0ǷƹCƄó+?-C ƱǚƑȏĔŤǃ/< >ı¦@?Ȏäª0ŦƹCįŢ/Ƌ*ôȘClj'$ Ȏ䵿1ôȘ 1 ,Í š0 22 ľ/wybRdEuV¬ƉClj'$ȎäCƋ $ ÙĄ®Ř0ưř dE uV¬Ɖ@$Ʊǚ-ewU[EkRjYXľ0ǚƹ0Ƅó/(* ŧǑÙƧƇ ,džǚ¹,0ȁ/ǥ0ƓȂǎ=@$ 6$ ôȘ 1 /?Ʊǚ-ewU[EkRj YXľ0ŧǑÙƧƇ, ôȘ 2 /?Ʊǚ-ewU[EkRjYXľ0ŧǑÙƧƇ0 ȁ/:ǥ0ƓȂǎ=@$ ôȘ 1 0ưř/* Šľğà/ß)*ǚ²ŀClj'$,@$Luye0 njȘƾ/(*1 Ȏäľ/?ewU[Eğà,ŠľğàƖƔ *?,/ ŭ${+ľƦ0Šǯ{ŧ ŠľğàC£¥ *ÙƧCǵĬ $ÉǃĞ, e. 6. ⓒ 2010 Information Processing Society of Japan.
(29) Vol.2010-NL-196 No.10 Vol.2010-SLP-81 No.10 2010/5/27. ğà¬ƉñƚƤàÑ IPSJ SIG Technical Report. $A19 [1]. N. Joxgu, ^YKLJ, ȎäľűƚƤƶ ”ƐǘȎä0Ƅę—Ȏäľű=0ǐž—“, ľ. $AK2T*S ":O(1 . =H- 1. ű,Ȏä, A ƃ, pp. 161−182, 2001 [2]. LjþÀ, ”ȏĔƚƤ0ǡ¡ȍ,"0ǞȒ”, łŒȎȐñǢŻǠľȉ, pp. 287-290, 1994. [3]. Fujisaki, H. “Prosody, models, and spontaneous speech”, In Y. Sagisaka, N. Campbell & N. Higuchi (eds.), Computing prosody: Computational models for processing spontaneous speech, pp.. 1. [[The new teacher’s watch] [baseball on TV.]] The new teacher’s watch has stopped. The new teachers watch baseball on TV.Ț|ƵǷ0ȎäC¦@ōț 2. [[My friend play] [the piano at school.]] My friend’s play made everyone laugh. My friends play the piano at school. 3. [[Your sisters answer] [questions quickly.]] Your sister’s answer surprised everyone. Your sisters answer questions quickly. 4. [[Your neighbors shovel] [their sidewalk carefully.]] Your neighbor’s shovel got lost in the snow. Your neighbors shovel their sidewalk carefully. 5. [[Our neighbor’s] [fish lives in the tank.]] Our neighbors fish in the lake on weekends. Our neighbor’s fish lives in a tank. 6. [[The young student] [guards don’t get tired easily.]] The young student guards his books carefully The young student guards don’t get tired easily. 7. [[Our dog’s] [bark sometimes frightens people.]] Our dogs bark at the neighborhood cats. Our dog’s bark sometimes frightens people. 8. [[All my friend’s] [work was lost on the bus.]] All my friends work at McDonald’s. All my friend’s work was lost on the bus. 9. [[Trainers of wild] [animals are brave.]] Trainers of wild animals are brave. When they are wild, animals are brave. 10. [[Only some winter] [birds fly south.]] Only some winter birds fly south. At the beginning of winter, birds fly south.. 27-42, New York: Springer, 1997 [4]. LjþÀ, ĈŽØÌƶLJ “Ȏä/<?ğàNj0DZƠ,"0n[u½”, ȏĔ,Ȏäǒǚ ğà¬ƉDKTx\Fx\_yPqxtSl0Ɲñ, pp. 9-12, 2006. [5]. Áƌċ, ”ȋǘC³Ƌ $džǚtR^xL•RcyJxLDŽ¼ZR\ŃƢƌèñűñǷ ȝćƊ0RND=0ƽ÷—”, ȋíğàǮñīNJƚƤàÑ, TL, pp. 29-54, 2002. [6]. Harley, B., Howard, J. & Hart, D. “Second language processing at different ages: do younger learners pay more attention to prosodic cues to sentence structure?”, Language Learning, 45, pp. 43-71, 1995. [7]. Joiner, E. “Teaching listening: How technology can help”, In M.D. Bush & R. M. Terry (eds.) Teaching enhanced language learning, Lincoln wood, IL: National Textbook company, pp. 77-120, 1997. [8]. ùŗðĘ, ǽő éǶ, ŝƌzÀ, Ȁzê, üæţ “bsǒǚğàC³Ƌ $ƓǴĜƑ. [9]. Misono, Y., Mazuka, R., Kondo, T. & Kiritani, S. ”Effects and limitations of prosodic and. .ĠÓƆėewTR0ôȘƑ®Ř”, Cognitive Studies, 10, 121-138, 2003 semantic biases on syntactic disambiguation”, Journal of Psycholinguistic Research, 26, pp. 229-245, 1997 [10]. Read, C. & Schreiber, P. “Why short subjects are harder to find than long ones”, Language acquisition: The state of the art, pp. 78-101, Cambridge: Cambridge University Press, 1982. [11]. Rubin, J. “A review of second language listening comprehension research”, Modern Language Journal, 78, pp. 199-221, 1994. [12]. Steinhauter, K., Alter, K. & Friederici, A. “Brain potentials indicate immediate use of prosodic cuTannenbaum, R. & Wylie, E. “Research reports: Mapping English language proficiency test scores onto the Common European Framework”, Educational Testing Services, 2005. [13]. Townshend, B. & Todic, O. “Comparison of PhonePass testing with the educational testing service test of spoken English”, Ordinate Corporation. [14]. ŝŏƺĂ, LjĥŰ, ýŲŅ, ǨƌzǶ, Ȗâ@í “ȎäǒǚƉǑ/?ewU[E 0ē¸—ǤȂǰȋ(ERP)/<?Şǔ—“, ȋíğàǮñīNJƚƤàÑ, TL, ĝƽ, ǒǚ 101, pp. 17-24, 2001. 7. ⓒ 2010 Information Processing Society of Japan.
(30) Vol.2010-NL-196 No.10 Vol.2010-SLP-81 No.10 2010/5/27. ğà¬ƉñƚƤàÑ IPSJ SIG Technical Report. 11. [[Almost all young] [children like to eat cake.]] Almost all young children like to eat cake. When they are young, children like to eat cake. . 1 1. [[Your friend’s book] [was found in the box.]] 2. [[Her friend’s show] [will be held at the theater.]] 3. [[His client’s target] [is the young generation.]] 4. [[His friend’s help] [is necessary to solve the problem.]] 5. [[Her brother’s rent] [is too expensive for this apartment.]] 6. [[Your daughter’s request] [was easy to accept.]] 7. [[Her sister’s nail] [got hurt in the door.]] 8. [[The student’s point] [was unclear to the teacher.]] 9. [[The customers] [claim discounts all the time.]] 10. [[His parents] [love to travel around the country.]] 11. [[Her sister’s look] [seems to be different than before.]. 8. ⓒ 2010 Information Processing Society of Japan.
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