Abstract
Abstract Recognizing vowels in Japanese second speech processing is a common research topic. Its disadvantage is that separate speech and context recognition produces semantic and font processing interference. This study uses Chinese and Japanese words with the same syllables, font, and meaning as experimental materials. The finite element analysis method is used to simulate the three-dimensional scene. It is found that the difference in second language recognition ability comes from the auditory ability of different people. Different ways of acquiring a second language, contact experience, and other factors will affect different learning environments. Second language learning will have a certain effect on the vowelization of the mother tongue. This paper analyzes the cognitive characteristics of the same vowel in different contexts, languages, and frequencies. This opens up a new horizon for the development of English learning.
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