@article{oai:seijo.repo.nii.ac.jp:00004280,
 author = {KUBOTA, Mikio},
 issue = {179},
 journal = {成城文藝, The Seijo Bungei : the Seijo University arts and literature quarterly},
 month = {Sep},
 note = {P(論文), [Purposes] This research examines whether explicit instruction on sound changes will contribute to the development of phonetic recognition. [Method] The data of 72 Japanese EFL university students were analyzed. The students were divided into two experimental groups that receive explicit instruction on contraction, assimilation, blending, r-linking, unreleased plosives, or weakening, and a control group that received no treatment but the reading instruction. The data were analyzed on the basis of the classical test theory (CTT) and the item response theory (IRT). [Results] The results of the pre-test and the post-test showed that two experimental groups significantly outperformed the control group. There was no statistically significance difference discovered between CTT and IRT. [Conclusion] It is advisable to inform EFL teachers of the fact that explicit instruction on the rules and patterns of sound changes is beneficial to learners.},
 pages = {57--47},
 title = {The Effects of Explicit Instruction on Sound Changes for Japanese EFL Learners},
 year = {2002}
}