@article{oai:kanagawa-u.repo.nii.ac.jp:00005754,
 author = {水野, 光晴 and Mizuno, Mitsuharu},
 journal = {人文学研究所報},
 month = {Mar},
 note = {It is the issue of speech primacy that has been disputed throughout the history of foreign language (FL) teaching so far. Speech primacy refers to a propensity to taking precedence over speaking and listening in FL teaching such as Audio-Lingual Approach. In effect, speech has been given priority in terms of pragmatism of late years. FL teaching in Europe nowadays is inclined to make much of aural practices together with the development of educational media and phonetic notation at the beginning of this century. It is said that the auditory type learners are favored over those of visual type in FL learning. But authenticity of this claim is doubtful. People in the cultural area of Chinese characters in general are predominant in visual perception and use fewer sounds in their ordinary conversation in comparison with those in Europe. It should result in their narrow undestanding of the languages in Europe. Thus, the learners whose first language (L1) has fewer speech sounds than the second language (L2) are likely to have various constraints on the phonological level in the L2. In addition, some differences in linguistic structure between the L1 and the L2 prescribes the cognitive patterns of its users. Viewed in this light it is hard to say that the teaching method established based on speech primacy is effective to the adult learners of Japanese. It is important to plant the basic knowledge-intelligibility in English, with a view to overcoming such constraints of the Japanese learners, i. e. beginners of visual type, through visual aids such as reading and writing. That is to say, FL teaching is likely to be more valid if the teaching corresponds to the learners' imagery type and their L1., Article},
 pages = {17--37},
 title = {スピーチ・プライマシー批判},
 volume = {34},
 year = {2001}
}