音韻表象が日本人小学校3年生の英単語認知に及ぼす影響

抄録

This study investigated whether phonological representation and knowledge of letter-sound correspondence rules of romanized Japanese influenced Japanese elementary school students' word recognition. The participants were Japanese third-grade elementary school students who were tackling English word recognition. The 20 English words which were presented to the participants were organized into four Word Groups. Word Group 1 consisted of the English words whose phonological representations could be easily built based on the knowledge of letter-sound correspondence rules of romanized Japanese and had already been acquired by the participants before the experiment. Word Group 2 consisted of the English words whose phonological representations were easily assembled based on the knowledge of romanized Japanese but had not yet been learned by the children before the experiment. Word Group 3 was composed of the English words whose phonological representations were not easily formed with the knowledge of Japanese romanization but had already been learned by the children before the experiment. Word Group 4 consisted of the English words whose phonological representations were not easily constructed based on the knowledge and had not been obtained yet. The effects of phonological representation and letter-sound correspondence rules on written word recognition are discussed.