Japanese EFL Learners' Lexical processing : Keys to Accessing Meaning

Abstract

This study focuses on a particular type of false beginner-Japanese young adult EFL learners whose language proficiency is limited in spite of six years of formal English courses at school. In order to make the false beginners' idiosyncrasy distinctive, the data is compared with that of high ability young adults who are in the same age range. As the purpose of this study is to investigate the causes of English learners' acquisition difficulties, my goals are: (1) to compare the difference of vocalization latency and accuracy between the two learner groups, (2) to find out in what area of lexical processing false beginners' backsliding occurs, (3) to discuss how false beginners access meaning making use of their orthographic and phonological knowledge of the English language. The result of an experiment of oral reading and dictation of single words shows that automaticity of single word processing is a prerequisite for Japanese EFL learners to pass smoothly through the sequence of developmental scale. Moreover, it is proved that participants' regular reading of words with an irregular spelling-to-sound correspondence is the signal of their inhibition towards successfully embracing a semantic system. The results also revealed that, when their learning of spelling is insufficient, phonetic information compensates for the deficiency and helps them to access meaning. This finding suggests the importance of oral-aural learning in English class, and indicates that language learning without sounds hinders their favorable development as language learners.