How does multimodal learning impact Japanese accent acquisition

Multimodal learning positively impacts Japanese accent acquisition, especially in acquiring pitch accent, which is phonemic and crucial in Japanese. Studies show that training involving auditory, visual (such as pitch height notation), and gestural cues improves learners’ perception and production of Japanese pitch accents better than audio-only methods.

Specifically, research indicates that incorporating visual pitch height notation along with audio cues leads to more robust improvements in recognizing and producing pitch accents. Additionally, adding gestures (e.g., left-hand gestures to engage right hemisphere pitch processing) has been explored but does not show significant differences in learning outcomes beyond notation and audio. Multimodal approaches also engage different neural and cognitive resources which support pitch accent learning.

Other studies support the use of animated visual aids and digital programs that integrate sound and visuals to aid the learning of Japanese pitch accent. Multimodal methods help learners with limited understanding of the Japanese accent and can overcome first language influences by presenting multiple sensory inputs.

In summary, combining auditory, visual, and sometimes motor cues in multimodal learning enhances the acquisition of Japanese pitch accent compared to unimodal (audio-only) approaches. This framework supports both perceptual and productive aspects of Japanese accent learning, leveraging more comprehensive sensory integration and cognitive engagement for better outcomes. ^{1, 2, 3, 4, 5, 6}

References

• Multimodal training on L2 Japanese pitch accent: learning outcomes, neural correlates and subjective assessments

• A Japanese pitch accent practice program and L1 influence on pitch accent acquisition

• Effects of Online Repetition Practice with Animated Visual Aid on the Acquisition of Japanese Pitch Accent and Special Moras

• Exploring variation in nonnative Japanese learners’ perception of lexical pitch accent: The roles of processing resources and learning context

• The Utilization of the “Tsutaeru Hatsuon” Online Media in Learning Japanese Accents and Intonations

• Japanese Accent Pronunciation Error by Japanese Learners in Elementary and Intermediate Level

• Accent Difference Makes No Difference to Phoneme Acquisition

• PassAI: An Explainable Machine Learning Framework for Predicting Soccer Pass Outcomes Using Multimodal Match Data

• Mora Pitch Level Recognition for the Development of a Japanese Pitch Accent Acquisition System

• Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

• Attitudes toward diverse English accents among Japanese elementary school students

• Lexical accent perception in highly-proficient L2 Japanese learners: The roles of language-specific experience and domain-general resources

• Hybrid Japanese Language Teaching Aid System with Multi-Source Information Fusion Mapping

• JMMMU: A Japanese Massive Multi-discipline Multimodal Understanding Benchmark for Culture-aware Evaluation

• Multi-modal Language Learning: Explorations on learning Japanese Vocabulary

• SALAD: Smart AI Language Assistant Daily

• Audiovisual cues benefit recognition of accented speech in noise but not perceptual adaptation

• Optimization of Multimodal Japanese Teaching Model Using Virtual Reality

• Discussion on Basic Japanese Teaching Mode in Multimedia Network Environment

• Research and Analysis on Japanese Teaching Mode of Online Education under Multimedia Network Environment

• Information Security Construction of SPOC: Path Selection for Japanese Information Acquisition

• Discussion on Basic Japanese Teaching Mode in Multimedia Network Environment

• The Development of Japanese Modality and the Influence of Bilingual Acquisition

• Accuracy and Stability in English Speakers’ Production of Japanese Pitch Accent

• Identification of Minimal Pairs of Japanese Pitch Accent in Noise-Vocoded Speech

• The lexical processing of Japanese collocations by Chinese Japanese-as-a-Foreign-Language learners: An experimental study by manipulating the presentation modality, semantic transparency, and translational congruency