Using Praat to Teach Japanese Prosody Departmental Bulletin Paper The Center for Japanese Language and Culture Osaka University: Osaka, Japan, 2019 Volume 17, pp. The development of software to study Japanese prosody using an automatic speech recognition system: Studies in language and literature. A new model for teaching pronunciation in Japanese language education: Pronunciation learning through on-demand lessons. Teaching pronunciation of Japanese morae. Acquisition of Japanese long vowels by Korean learners. Characteristics of auditory cognition of long vowels and double consonants for Chinese students in learning the Japanese language. Training for special mora perception in non-native Japanese students learning japanese. In Past, Present and Future of Japanese Language Education: Phonetics, 4th ed. Reconsideration of Japanese phonetics education objectives and role of instructor. Pitch pattern in special moras created by Korean Japanese language learners. Acquisition of special morae in Japanese as a second language. Difficulties in learning Japanese long vowels and geminate consonants: A case of a Korean learner. This means that they should be able to recognize their problems and correct them by themselves based on reasonable criteria established through their Japanese phonetics learning. Shiga highlighted that learners who cannot recognize the single-mora pronunciation of special moras are unable to achieve the correct duration of the mora, Ogawara emphasized that it is important for learners to practice self-monitoring. When learning the special moras, the learner’s self-awareness of the pronunciation duration must precede the proper pronunciation of the special moras. Uchida argues that learners should first recognize the special moras before pronouncing them.
A pioneering study on this is the study by Uchida. For this reason, special mora education mainly discusses the issue of the recognition of special moras. Native Japanese speakers are able to differentiate normal and special moras in a single syllable, however, because non-native Japanese learners who are learning Japanese lack moras in their native languages, it is difficult to recognize special moras as single units.
Special moras represent one of the difficulties of Japanese phonetics education.
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