The present study was intended, to investigate how Japanese sixth graders responded to the sounds of English symbolic words with an assumption that there might be "sound symbolism" shared by Japanese- and English-speakers. In experiment A, both the printed version and the sound of each English word were, along with the written Japanese translation and its antonym, presented to the subjects. The printed version alone was presented in experiment B. The compared results suggested that sound was an important cue for the subjects to draw correct responses. The positive results were discussed with reference to sound features. The results of this study were not conclusive to support the assumption, but showed some pedagogical implication for the teaching of a foreign language.