Foreign Language Learning without Vision: Sound Perception, Speech Production, and Braille　中森誉之著 Foreign Language Learning without Vision: Sound Perception, Speech Production, and Braille　中森誉之著 Takayuki Nakamori
2016年10月刊行

Foreign Language Learning without Vision: Sound Perception, Speech Production, and Braille　

中森誉之著 Takayuki Nakamori

装丁　大崎善治

菊判上製カバー装　　定価8000円＋税

ISBN 978-4-89476-828-4

ひつじ書房


About this book
The aim of this book is to answer the question “How are auditory and visual systems related to each other in foreign language processing?” The relationships between listening and reading, while paying attention to sound processing and letter processing, should be investigated thoroughly. Research on multisensory processing, i.e. auditory, visual, and tactile processing, has developed rapidly from the perspectives of brain and cognitive sciences. This book investigates how foreign language learners perceive input and produce output, with special reference to blind people who do not depend on vision.

外国語の認知と学習過程で、聴覚・視覚・触覚はどのような働きを担うのか。多感覚処理に注目をして、外国語理解と表出のメカニズムを一望する。視覚障害者には切実に必要とされる、英語音声学習指導理論構築に向けた国指定研究の成果である。音楽と言語の知覚、英語音声の記述と学習困難性、調音コントロール、視覚と空間認知、触覚と点字、認知と言語の発達、音声チャンクと外国語学習、視覚特別支援学校での調査結果を論じる。

About the author
Takayuki Nakamori is an associate professor of foreign language pedagogy at the Graduate School of Human and Environmental Studies at Kyoto University. He was awarded a B.Ed. in English Language Teaching from Yokohama National University, an M.A. in Linguistics from University College London, and a Ph.D. in Education from Tokyo Gakugei University.


Contents


List of Figures
List of Tables
Preface

Chapter 1　Perception of sounds: music and speech
Introduction
1.1. What is sound?
1.1.1. Vibration and frequency
1.1.2. Loudness and timbre
1.2. The sound of music
1.2.1. Components of musical sounds
1.2.2. Innateness and responses to sound
1.2.3. Sound and emotions
1.2.4. Music and language
1.3. Sounds of human language
1.3.1. Human hearing system
1.3.2. Listening to a foreign language
1.3.3. Flexibility and plasticity in the auditory system

Chapter 2　Description of English sounds and learning problems
Introduction
2.1. Vowels
2.1.1. High front tense vowel
2.1.2. High front lax vowel
2.1.3. Mid front lax vowel
2.1.4. Low front lax vowel
2.1.5. Low back tense vowel
2.1.6. Mid back vowel
2.1.7. Low back rounded vowel
2.1.8. High back lax vowel
2.1.9. High back tense vowel
2.1.10. Low nonrhotic central vowel
2.1.11. Mid nonrhotic lax central vowel
2.1.12. Front mid-closing diphthong
2.1.13. Central mid-closing diphthong
2.1.14. Front low-closing diphthong
2.1.15. Back low-closing diphthong
2.1.16. Fronting low-closing diphthong
2.1.17. High front centring diphthong
2.1.18. Mid front centring diphthong
2.1.19. High back centring diphthong
2.2. Consonants
2.2.1. Plosive sounds
2.2.2. Fricative and affricate sounds
2.2.3. Gliding
2.2.4. Context sensitive voicing
2.2.5. Approximant cluster reduction
2.2.6. s cluster reduction

Chapter 3　Production of speech: articulatory control
Introduction
3.1. Voice function
3.1.1. Voice production
3.1.2. Voice and individuals
3.2. From perception to production
3.3. Intelligibility of speech signals
3.4. Articulatory and phonological treatment
3.4.1. Necessity for speech learning
3.4.2. Sound discrimination
and articulatory skills
3.5. Phonological encoding and monitoring

Chapter 4　Vision, space representation, and tactile sensation
Introduction
4.1. Visual perception
4.1.1. Lightness and brightness
4.1.2. Distance and depth
4.1.3. Objects, faces and motion
4.2. Visual and spatial mental representations
4.3. Spatial cognition in the blind
4.4. Integration of acoustic and optic cues
4.4.1. Vision over audition
and audio-visual integration
4.4.2. Talking faces: look and imitate
4.4.3. Identifying location
4.4.4. Detecting and decoding emotional stimuli

Chapter 5　Learning of Braille: reading by touch
Introduction
5.1. Phonological awareness and English spelling
5.1.1. Literacy and phonological awareness
5.1.2. Complexity of spelling rules
5.2. Processing of Braille
5.2.1. Guiding principles
5.2.2. Contractions
5.2.3. Transfer
5.3. Writing/producing Braille
5.4. Cross-modal plasticity
5.5. Perceptual limitations and aging

Chapter 6　Cognitive and linguistic characteristics
Introduction
6.1. Concepts and mental representations
6.1.1. What are concepts?
6.1.2. Core cognition and representations
6.1.3. Explicit knowledge and representations
6.2. Acquisition of concepts
6.2.1. Overview of cognitive development of the blind
6.2.2. Overview of linguistic development of the blind
6.3. Input systems and language processing
6.3.1. Auditory, visual and tactile sensations
6.3.2. Formulaic sequences for accurate and fluent processing
6.3.3. Frequency effects in language learning and processing

Chapter 7　Phonological chunking and foreign language learning Introduction
7.1. Principles of teaching
7.1.1. Position
7.1.2. Presentation
7.1.3. Experience
7.1.4. Expectations
7.1.5. Giving information
7.1.6. Speed
7.2. Listening skills
7.3. Phonological chunking and communication skills
7.4. Tactile skills

Chapter 8　Teachers' voices from blind schools in Japan
Introduction
8.1. Background
8.2. Teaching reading skills by touch
8.2.1. On the confusion of Japanese and English Braille systems
8.2.2. How to handle unknown words in a text
8.2.3. Sound-letter relationships and Braille
8.2.4. How to check students' ability of Braille reading
8.3. Teaching listening skills
8.3.1. Use of audio programmes in the classroom
8.3.2. Listening to passages or conversations with several paragraphs
8.3.3. Braille and listening
8.3.4. Time for listening activities
8.3.5. Homework
8.3.6. Students' reactions to listening activities
8.4. Teaching speaking skills
8.4.1. Teachers' attitudes toward speaking skills
8.4.2. Providing a proper balance of the four language skills
8.4.3. Necessity of providing speaking instruction
8.4.4. Opportunities to interact with native speakers of English
8.5. Issues in foreign language teaching at blind schools
8.5.1. On spelling and Braille
8.5.2. On listening and speaking skills
8.5.3. On teaching blind children English
8.5.4. Teacher's roles
8.5.5. Final comments

Concluding Remarks
References
Index


【著者紹介】

中森誉之（なかもり たかゆき）
〈学歴〉横浜国立大学教育学部中学校教員養成課程英語科（学士）、ロンドン大学大学院音声学・言語学研究科（言語学修士）、東京学芸大学大学院連合学校教育学研究科（教育学博士）。
〈職歴〉日本学術振興会特別研究員、横浜国立大学非常勤講師を経て、現在京都大学大学院人間・環境学研究科准教授。

〈主要著書〉Chunking and Instruction: The Place of Sounds, Lexis, and Grammar in English Language Teaching（2009ひつじ書房）、『学びのための英語学習理論』（2009ひつじ書房）、『学びのための英語指導理論』（2010ひつじ書房）、『外国語はどこに記憶されるのか』（2013開拓社）、『外国語音声の認知メカニズム』（2016開拓社）

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