Effect of Animated Graphic Annotations and Immediate Visual Feedback in Aiding Japanese Pronunciation Learning

A Comparative Study

Authors

  • Soon-Hin Hew Kyoto University
  • Mitsuru Ohki Kyoto University

DOI:

https://doi.org/10.1558/cj.v21i2.397-419

Keywords:

Animated Graphic Annotation (AGA), Immediate Visual Feedback (IVF), Japanese Computer-assisted Language Learning (JCALL)

Abstract

This study examines the effectiveness of imagery and electronic visual feedback in facilitating students' acquisition of Japanese pronunciation skills. The independent variables, animated graphic annotation (AGA) and immediate visual feedback (IVF) were integrated into a Japanese computer-assisted language learning (JCALL) program focused on the pronunciation of specific word pairs. Students enrolled in an elementary Japanese course in Malaysia were randomly divided into three groups and used three different versions of the program: (a) text + sound, (b) text + audio + AGA, and (c) text + audio + IVF. The results of the study showed that students in the text + audio + AGA group significantly outperformed students in the text + audio only group in pretest-posttest improvement in learning the pronunciation of (a) akusento 'pitch' words, (b) seion 'voiceless' and dakuon 'voiced' words and (c) tanon 'short vowel,' chouon 'long vowel,' and sokuon 'geminate consonants' words. Students in the text + audio +IVF group significantly outperformed students in the text + audio only group in learning akusento words and seion and dakuon words. There were no significant differences between the AGA and IVF groups.

Author Biographies

  • Soon-Hin Hew, Kyoto University

    Soon-Hin Hew received his B.Sc. (1995) in the Faculty of Science, Mathematics, and Computers and his M.Sc. (1997) in the Faculty of Technology and Information Science at the National University of Malaysia (UKM). In July, 1997, he joined Faculty of Creative Multimedia at the Multimedia University as a Lecturer. He was a member of the Japan Association for Language and Teaching (JALT) and the CALL SIG. He is currently a Ph.D. candidate in the Department of Information and Cognition, Graduate School of Human and Environmental Studies, Kyoto University, Japan. His research interests are in CAI, CALL instructional design, and applied technology in education and multimedia.

  • Mitsuru Ohki, Kyoto University

    Mitsuru Ohki received his M.A. degree in Linguistics from the Osaka University of Foreign Studies in 1972 and his Ph.D. in the Department of Linguistics, University of Paris in 1978. He is currently professor in the Faculty of Integrated Human Studies and the Graduate School of Human and Environmental Studies at Kyoto University, Japan. His research interests include French linguistics, French education, and CALL.

References

Abberton, E., & Fourcin, A. (1975). Visual feedback and the acquisition of intonation. In E. H. Lenneberg & E. Lenneberg (Eds.), Foundations of language development (pp. 157-165). New York: Academic Press.

Abberton, E. H., & Fourcin, A. (1998). Real-time speech pattern element displays for interactive therapy. International Journal of Language & Communication Disorders, 33, 292-298.

Albertson, K. (1982). Teaching pronunciation with visual feedback. NALLD Journal, 17, 18-33.

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5 (1), 202-232. Retrieved from http://llt.msu.edu/vol5num1/alseghayer/default.html

Anderson-Hsieh, J. (1994). Interpreting visual feedback on suprasegmentals in computer assisted pronunciation Instruction. CALICO Journal, 11 (4), 5-22.

Chul-Ho, J., Kawahara, T., Doshita, S., & Dantsuji, M. (1997). Japanese pronunciation training system with HMM segmentation and distinctive feature classification. In ICSP, volume 1, 341-346.

Chun, D. M. (1989). Teaching tone and intonation with microcomputers. CALICO Journal, 7, 21-46

Chun, D. M., & Plass, J. L. (1996). Effect of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80, 183-198.

Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42, 497-527.

de Bot, K. (1980). The role of feedback and feed forward in the teaching of pronunciation: An overview. System, 8, 35-47.

de Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26, 331-350.

Hanley, J., Herron, C., & Cole, S. (1995). Using video as advance organizers to a written passage in the FLES classroom. The Modern Language Journal, 79 (1), 5766.

Hew, S.-H., & Ohki, M. (2001). A study of the effectiveness and usefulness of animated graphical annotation in Japanese CALL. ReCALL, 13 (2), 129-142.

Kellogg, G. S., & Howe, M. J. A. (1971). Using words and pictures in foreign language learning. Alberta Journal of Educational Research, 17, 87-94.

Knight, S. (1994). Dictionary: The tool of last resort in foreign language reading? A new perspective. The Modern Language Journal, 78, 285-299.

Komaki, R., Akahane-Yamada, K., Tajima, K., & Choi, Y. G. (2000). [The difficulty of perception of foreign language sound as predicted by the relation with a first language category]. The lecture papers collection of the Acoustical Society of Japan (pp. 345-346).

Kost, C., Foss, P., & Lenzini, J. (1999). Textual and pictorial gloss: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32 (1), 89-113.

Lambacher, S. (1999). A CALL tool for improving second language acquisition of English consonants by Japanese learners. Computer Assisted Language Learning, 12 (2), 137-156.

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Clarendon Press.

Mayer, E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32 (1), 1-19.

Matsuo, S., & Matsumoto, N. (1978). Foundations of Japanese language. Tokyo: Taishukan Publishing.

Menzel, W., Herron, D., Morton, R., Pezzota, D., Bonaventura, P., & Howarth, P. (2001). Interactive pronunciation training. ReCALL, 13 (1), 67-78.

Mizutani, O. (1990). [Accent and intonation. Japanese and Japanese education 3]. Meiji Shoin.

Molholt, G. (1988). Computer-assisted instruction in pronunciation for Chinese speakers of America English. TESOL Quarterly, 22 (1), 91-111.

Molholt, G. (1990). Spectrographic analysis and patterns in pronunciation. Computers and the Humanities, 24, 81-92.

Natsuko, T. (1997). Introduction to Japanese linguistics. Malden, MA: Blackwell Publishers.

NHK Broadcasting Culture Research Institute. (2000). [The Japanese language pronunciation and accent dictionary]. Tokyo: Japan Broadcast Publishing Co., Ltd.

Omaggio, A. (1979). Pictures and second language comprehension: Do they help? Foreign Language Annals, 12 (2), 107-116.

Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7 (2), 9-30.

Paivio, A. (1986). Mental representation: A dual-coding approach. New York: Oxford University Press.

Pennington, M. C. (1996). The Power of the Computer in Language Education. In M. C. Pennington (Ed.), The Power of CALL (pp. 1-14) Houston: Athelstan.

Rochet, B. (1990). Training non-native speech contrasts on the Macintosh. In M.-L. Craven, R. Sinyor, & D. Paramskas (Eds.), CALL: Papers and reports (pp. 119126) La Jolla, CA: Athelstan.

Snyder, H., & Colon, I. (1988). Foreign language acquisition and audio-visual aids. Foreign Language Annals, 21 (4), 343-384.

Stenson, N., Downing, B., Smith, J., & Smith, K. (1992). The effectiveness of computer assisted pronunciation training. CALICO Journal, 9 (4), 5-19.

Stibbard, R. (1996). Teaching English intonation with a visual display of fundamental frequency. The Internet TESL Journal, 2 (8). Retrieved from http://iteslj.org/ Articles/Stibbard-Intonation

Weltens, B., & de Bot, K. (1984). Visual feedback of intonation II: Feedback delay and quality of feedback.

Wittrock, C. (1990). Generative process of comprehension. Educational Psychologist, 24 (4), 345-376.

Downloads

Published

2013-01-14

Issue

Section

Articles

How to Cite

Hew, S.-H., & Ohki, M. (2013). Effect of Animated Graphic Annotations and Immediate Visual Feedback in Aiding Japanese Pronunciation Learning: A Comparative Study. CALICO Journal, 21(2), 397-419. https://doi.org/10.1558/cj.v21i2.397-419

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>