就音韻結構而言，相關研究證明，母語為簡單音節結構（如：韓語、阿拉伯語、中文）的人傾向將音節切割為核心音節與依附音素等兩類次音節單位(Chen, 2011)。相對於豐富的口語次音節結構研究，有關閱讀過程的研究仍較少，Bowey (1990)猜測母語音節結構較為複雜者（如：英語）偏好音節首－韻母劃分。因此，這個研究試圖揭示母語音節結構較為簡單的人士如何在其閱讀過程中切分複雜的音節，特別是日本英語學習者如何切分英語音節。
此研究設計兩個隱蔽促發（masked priming）實驗測試日本英語學習者的次音節劃分行為。受試者依照英語程度分為兩組。實驗一的結果顯示英語程度的高低有顯著的影響，然而部分受試者的結果受到重複視盲效應的影響。在實驗二中，改變了後促發的大小寫後，結果變得更為清晰。英語程度較低者，保留核心音節－附音節劃分，英語程度較高者則無此偏好。這樣的結果與Chen (under review) 提出的發展理論（developmental theory）相互呼應。

In terms of phonological process, it has been shown that while onset-rime subsyllabic division is preferred by some languages with complex syllable structure, core-appendices division is preferred by some speakers especially whose mother tongue has simple syllable structure such as Korean, Arabic, or Chinese (Chen, 2011). For reading process, however, only little has been known, with the exception of Bowey (1990), which has revealed that speakers with complex syllable structure (i.e., English) preferred onset-rime division. Hence, the present research intended to examine how speakers of languages with simple syllable structure segment complex syllables in their reading process. Especially how Japanese learners of English as a foreign language segment English syllable.
Two experiments examined the subsyllabic division behaviors of Japanese learners of English through masked priming task. The subjects were divided into two groups in accordance with their English proficiencies. In Experiment 1, the results showed that higher proficiency groups and lower one behaved differently, but the detailed results were blurred by repetition blindness effect. In Experiment 2, by applying letter case change, the results became crystal clear: lower proficiency group retained core-appendices division whereas higher one began to prefer onset-rime division. The result echoes the developmental theory proposed by Chen (under review).

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