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

Kazuya Saito

Research output: Contribution to journalArticle

19 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)250-277
Number of pages28
JournalInternational Journal of Applied Linguistics (United Kingdom)
Volume24
Issue number2
DOIs
Publication statusPublished - 2014

Fingerprint

teacher
syllabus
construct validity
learning
ranking
classroom
Teaching
Group
L2 Learners
Construct Validity
Native Speaker Teacher
Syllabus
Learning English
EFL Classroom
Native Speaker
Ranking
Sound
Usefulness

Keywords

  • Intelligible pronunciation
  • Pronunciation teaching
  • Second language pedagogy
  • Teacher cognition
  • Teacher questionnaire

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics

Cite this

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