Haruko Miyakoda

Long-term Memory of Foreign-word Learning by Short Movies for iPods

In this study, we proposed and implemented MultiPod, an online educational system for learning foreign words. This system is based on iPods and it uses word learning materials of very short movies. Each learning material consists of a 5-second moving image that corresponds to the word to be learned, its spelling, and its pronunciation. We conducted an evaluation experiment with ten subjects in which we compared the learning method based on our system against the traditional paper-and-pen method. By the t-test for the results, we proved that there is a significant difference between the long-term effectiveness of MultiPod and that of the paper-and- pen method.

Automatic creation of materials for vocabulary learning based on pictures by mobile phones of learners

When we learn a vocabulary, memorizing words with their corresponding images and pronunciations is more effective than memorizing them with only the texts of their spellings and meanings. But, unfortunately, it is arduous for some specific instructors to prepare a large amount of learning materials by combining movies and sounds. Hence, in our research project, we have developed and opened an online vocabulary learning environment where learning materials are automatically created by just inputting the movies captured by digital cameras of learners and the spellings and the meanings of the words. In this paper, to decrease burden of creating learning materials for learners, we extended the system by adding a new function so that a learning material is created automatically from a still image captured using a mobile phone equipped with a digital camera and sent to the SIGMA system by an e-mail with the corresponding spelling and meaning. By introducing the new function to the environment, we can accumulate the learning materials efficiently, and learners have opportunities to touch new words with a wide range of learning materials.

Online Multilingual Vocabulary System and Its Application in L2 Learning

In the field of second language teaching, vocabulary has been one of the most neglected areas in the classroom. Although language teachers/ instructors are well aware of the importance of vocabulary, there is not enough time in the classroom to actually ”teach” vocabulary. Therefore, we need to find ways to promote autonomous vocabulary learning so that students can make good use of their time outside the classrooms.In this study, we present an online vocabulary learning system that we have developed. The results obtained from our evaluation experiment indicate that our system is more effective in retaining the meaning of the words compared to the traditional learning method.As an example of applying this system to language learning, we will give a demonstration of a Japanese onomatopoeia dictionary that we are compiling. Onomatopoeia are especially troublesome for learners of the Japanese language. Although they are frequently used in both written and spoken Japanese, they are very difficult to translate to other languages. We demonstrate that by employing our system, learners are better able to understand the meaning and the context of each lexical item.

Design and Implementation of a Database System for Foreign-word Learning Materials by iPods

Mobile devices are suitable for learning the vocabulary of a foreign language. It is effective to memorize foreign words with images and pronunciations. Hence, we developed the MultiPod system to learn foreign words by an iPod. However, if we use the MultiPod system in practice, there is the burden that a large amount of movie materials must be prepared. If the users could make their own materials and share them among the users, this burden would be relaxed. Therefore, we also implemented the HodgePodge system to support the creation of the materials. In this study, we have designed and implemented a database system PodBase, which accumulates the movie materials generated by HodgePodge to share them among the users. In the designing process, we introduced some devises to exclude the malicious users. In addition, the database system can offer information concerning the popular users/materials, thus leading to the enhancement of the learning materials as a whole.

Autonomous and collaborative learning environment for vocabulary acquirement

We have implemented the PHI system that can be used to acquire vocabularies by using iPods. In addition, we have developed the PSI system that can be used to create learning materials for PHI. In this study, we investigate the possibility of autonomous and collaborative vocabulary acquirement of the learners by using these systems and give the design principle of an environment that promotes autonomous and collaborative learning.

Design and Management of Material Sharing System for Ubiquitous Vocabulary Learning

In our project, we are developing a system that helps learners in vocabulary acquirement. In the system, learners can create their own materials for mobile learning, and they can also exchange their materials. This paper focuses on a sub system, SIGMA, to share and exchange materials among learners. In addition, SIGMA enables learners to give evaluation scores and comments to all learning materials stored in the system. In this paper, we will discuss the management policy of the system based on the reliability of the evaluation scores given by the learners to select appropriate materials. From the result of our experiment, we concluded that the evaluation scores have some reliability but an instructor should guide the learners.

Foot structure in Japanese speech errors: Normal vs pathological

Although many studies of speech errors have been presented in the literature, most have focused on errors occurring at either the segmental or feature level. Few, if any, studies have dealt with the prosodic structure of errors. This paper aims to fill this gap by taking up the issue of prosodic structure in Japanese speech errors, with a focus on the foot level. The 501 speech errors from normal spontaneous speech of Japanese speakers will be compared with those collected from five aphasic patients. The acquisition data of Japanese supports the unmarkedness of foot binarity. Two types of evidence have been presented for this: bimoraic minimality effects in monomoraic lexical items, and disyllabic maximality effects of multisyllabic words. An analysis of the speech errors in normal speech also shows a similar tendency. If one focuses on the deletion/insertion data, one finds that foot binarity plays a crucial role in predicting the site where deletion/insertion occurs. It was found that, in most cases, deletion/insertion of morae (syllables) occurs as a repair strategy at the foot level. A preliminary study of the pathological data of the aphasic patients also indicates that foot binarity plays a role in accounting for this type of data. It is concluded that the results obtained from acquisitional and pathological data strongly support the unmarked status of binary feet.