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    Experienced teachers' perspectives on priorities for improved intelligible pronunciation: the case of Japanese learners of English

    Saito, Kazuya (2014) Experienced teachers' perspectives on priorities for improved intelligible pronunciation: the case of Japanese learners of English. International Journal of Applied Linguistics 24 (2), pp. 250-277. ISSN 0802-6106.

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    Abstract

    The current study was designed as an exploratory investigation of the usefulness of experienced teachers’ perspectives as a means to identify teaching and learning priorities for a particular group of L2 learners (i.e. native speakers of Japanese [NJs] learning English in EFL settings) to acquire intelligible pronunciation. A total of 120 experienced teachers (61 native speakers of English [NEs] and 59 NJs) rated 25 problematic features on a 5-point scale ranging from “very important to teach” to “not very important to teach.” The ordered ranking suggests the teachers’ opinion is that the syllabus needs to include not only (a) pronunciation problems which are generally problematic in other ESL/EFL classrooms but also (b) sound features which are highly specific to NJs. The construct validity of the experienced teachers’ judgment will be discussed in light of relevant findings in L2 pronunciation research.

    Metadata

    Item Type: Article
    Additional Information: This is the peer reviewed version of the article, which has been published in final form at the link above. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    Keyword(s) / Subject(s): pronunciation teaching, intelligible pronunciation, teacher cognition, teacher questionnaire, second language pedagogy
    School: Birkbeck Schools and Departments > School of Social Sciences, History and Philosophy > Applied Linguistics and Communication
    Depositing User: Kazuya Saito
    Date Deposited: 04 Nov 2015 11:52
    Last Modified: 27 Jul 2019 22:29
    URI: http://eprints.bbk.ac.uk/id/eprint/13303

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