Tomatis International Convention SEGOVIA 2005 Sunday 8th of May No. 15 Topic
Results of Tomatis Training in a Japanese high school: 2nd year Research into how listening improvement through use of the Electric Ear influences the development of English Ability
Speaker
Yoko Miyoshi : English teacher at Kanto International high school in Tokyo, Japan
Abstract
This paper discusses: 1. the results of a listening test that compares Ear Training Effect between operation term – short term concentration and long term dispersion. 2. comparisons between other schools on the nationwide English test done before and after the listening training. The tests check several items such as vocabulary, grammar, reading , listening and writing ability. 3. the change of speed and pitch and the existence of high frequency waves using a sound analyzer on an ondoku (reading aloud) test.
1. The results of a listening test that compares Ear Training Effect between operation term – short term concentration and long term dispersion. The listening test was given to all the students who took Tomatis training. The research was done on two different groups respectively for two years in a row in order to compare and examine the effect on listening: short term concentration for the first year and long term dispersion for the second year. All students were first year high school students studying English as a second language. The training was tailored for American frequencies. The training time tables are shown in Table 1. T-tests were administered to evaluate meaningfulness of the results. In the t-test, the closer to 0.000 the score is, the more reliable the training effect is. Table 2 shows the short term results and Table 3 shows the long term results. Table 1 Time table Training style Examinees Short term
Number
1st year in 2003 1st year in 2004
Long term
2nd
40
Training hours 1st semester 4.5hs/w × 10wks
Total hours
180
3hs/w × 10wks
1.5hs/w × 10wks
semester 0
45 45
Table 2 The results of listening test: Short term in 2003 ear
125 before
r i g h t
l e f t
after
250 before
after
500 before
after
750 before
after
1000 before
after
1500 before
after
2000 before
after
3000 before
after
4000 before
after
6000 before
after
8000 before
after
japanese
Am.E
range
range
before
after
before
after
average 8.8 9.0 8.6 9.2 9.0 9.0 9.0 9.1 9.0 9.0 8.7 9.0 8.2 8.5 8.0 8.3 8.0 8.5 8.6 8.8 8.9 9.1 8.8 9.1 8.4 8.6
STDEV 1.2 1.0 1.1 0.5 0.8 0.8 0.9 0.9 1.0 0.8 1.1 0.9 1.1 0.9 1.2 0.7 1.2 0.9 1.0 1.0 1.2 1.3 0.5 0.4 0.7 0.6
ttest 0.215
0.002
0.884
0.496
0.798
0.111
0.123
0.115
0.032
0.440
0.463
0.027
0.018
average 9.2 9.3 8.6 8.8 9.1 8.8 8.6 8.6 8.6 8.7 8.3 8.4 7.7 8.7 7.4 8.0 7.4 8.3 8.1 8.5 9.0 9.3 8.7 8.8 7.9 8.6
STDEV 1.2 0.7 1.2 1.0 1.1 0.9 1.3 1.1 1.1 1.0 1.1 1.0 1.3 0.9 1.5 0.7 1.3 0.9 1.1 1.1 0.9 1.0 0.7 0.5 0.7 0.6
ttest 0.482 0.390 0.100 0.874 0.768 colored:items of meaningful difference
0.517
0.000
0.008
0.003
0.050
0.066
0.922
0.000
Table 3 shows that the students’ sensitivity to high frequencies over 1500Hz, which is sustainable to American English frequencies, improved considerably. The T-test scores in colored cells mean there were 1