Japanese pitch accent acquisition by learners of Japanese: Effects of training on Japanese accent instruction, perception, and production

This dissertation investigated 1) American L2 learners' perceptual ability to accurately identify Japanese pitch accent, and 2) learners' realization of Japanese pitch accent. This study was conducted to determine whether these abilities could be improved through training. Study 1 tested the ability to identify the accent location (pitch fall) in a word across all proficiency levels of L2 learners. This investigated whether learners improved as they progressed through their Japanese language study. Study 1 also analyzed the results of learners who were not adept at identifying the accent. Study 2 conducted Japanese pitch accent training. Six 30-minute training sessions were conducted over the course of one month. Training was designed based on a pedagogical framework that aimed to raise L2 learners' awareness of Japanese pitch accent, and improve their self-monitoring skills. During training, effective approaches and techniques were also utilized to foster L2 learners' perceptual and production ability for Japanese pitch accent. Pretest and posttest results from both the experimental group (trainees) and control group (non-trainees) were analyzed. Results showed that the training had a significant effect on both perception and production. Trainees significantly improved their perceptual ability for Japanese pitch accent, whereas no statistical improvement was shown in the control group. Trainees improved their ability for almost all accentual pattern conditions (1st accent, 2nd accent, 3rd accent words). This improvement was not limited to the words that they practiced during training, but also extended to new words. Trainees also improved significantly in their production, but this improvement was also found in the control group. However, the improvements of the experimental group for 1st and 2nd accent words, and the production (without accent information condition) were significantly greater than those of the control group. These results suggest that learners perceptual and production ability of Japanese pitch accent improved through the three hours of training that this study implemented. After training, students were able to understand the accent feedback provided to them. The positive results obtained in this study suggest that the normal language curriculum could benefit by adopting similar training methods for Japanese pitch accent perception and production