Pronunciation Practice as a Feature of English Education in Japan: Perspectives from Japanese University Students
著者 WALKER Larry
journal or
publication title
教育実践総合センター研究紀要
volume 11
page range 29‑34
year 2002‑03‑31
URL http://hdl.handle.net/10105/4077
Perspectives from Japanese University Students
å 7'J-•E £*-#-
Larry WALKER
(Department of English Language Education, Nara University of Education)
Abstract:Recent decades have seen a movement away from the teacher-centered method forms of foreign language instruction to learner-centered approaches of curriculum and syllabus design which emphasize communicative competence. Classroom research has gained favor in English as a foreign language instruction as it offers a window from which practicing teachers may gain insight into their learners, and the learning process itself.
Much of this research involves the collection of qualitative data based upon student perspectives. The point is not to commiserate with students' whims about how they would like to see a class operate, but on the contrary, to engage them as a resource for an ongoing evaluation of the techniques, approaches and materials used in the classroom which in turn may improve the foreign language learning process. This paper presents the results of a survey of Japanese university student perspectives on pronunciation as a feature of English as a foreign language courses. The results suggest an interest in increasing the amount and variety of pronunciation content in English courses, as well as commentary on when that instruction might best begin and how native and non- native teachers may best assist their learning.
Key words:classroom research, learner-centered curriculum, pronunciation
1. Introduction
The challenges of the modern foreign language classroom are indeed many. It is not surprising that in the absence of a single method that would work to meet these many challenges educatorsturned to new innovations. The communicative language teaching approaches that emerged in the mid-1970s have shaped much of the landscape of this field and
have emphasized communicative competence
(Richards and Rogers, 1986:66). This development began with alternative conceptions of the syllabus and has led to, even necessitated, a morepragmatic and eclectic decision-making process on the teachers' part concerning the choice of materials and how to present them in class. At the same time the second and foreign language teaching fields have embraced an expansion of the role of the student in thelearning process through the promotion of learner autonomy and a learner-centered curriculum (Burton et al, 1987:8). This has in turn spawned an interest in classroom research that utilizes qualitative as well
as quantitative data to tap into student perceptions that may otherwise not easily be obtained (Allwright and Bailey, 1991:67). It is also becoming a more commonpractice for teachers to engage in continual exploration to reshape and refine their approaches to the classroom and their students (Parrott, 1993:
1). One essential aspect of communicative competence for the English language is pronunciation, and it has long been a source of frustration for Japanese students (Wharton, 1986:54). In this paper astudy on the perceptions of Japanese university students concerning pronunciation as a feature of theirEnglish language education is carried out through the analysis of a survey in relation to the research questions posited below.
2. Research Questions
The following research questions (RQ) will be
discussed on the basis of the survey questions which
were formulated to address fundamental aspects of
learner cognition and preferences with regards to
pronunciation practice as a feature of English language education.
RQ 1) Is a perception that pronunciation practice is necessary prevalent among Japanese university students? If so, how might that perception be addressed in the classroom?
RQ 2) How familiar are Japanese university
students with pronunciation techniques and
classroom activities?
RQ 3) Do Japanese university students have ideas on when, if at all, pronunciation practice should begin in Japanese schools?
RQ 4) Do Japanese university students have ideas about whether pronunciation practice might be better handled by native speaking teachers or Japanese teachers of English, or by both?
Using these research questions as a focal point for this study, it was important to reach a variety of students in different settings as well as ensure the administrator of the survey was capable of explaining the meaning of the questions in Japanese if questions arose. The present author was fortunate to find four separate campuses to personally distribute and carry out the survey under the conditions described below.
3. TheStudy 3. 1 Methodsand Procedures
An eight-question survey calling for quantitative data was distributed to 159 freshmen Japanese university students in June of 2000. All students were taking required English courses at one of four different universities used in the study, one public university and three private universities, all located in the Kansai region. In addition to the eight survey questions are five follow-up questions asking for qualitative data based on the students' individual opinions. Before distribution three colleagues active in the EFL field as tenured professors or doctorate degree holders reviewed the survey inordertoenhance its validity. Up to thirty minutes was allowed to fill out the survey after an explanation of itspurpose and a question-by-question description of its contents were given. Students were encouraged to ask for
clarification and were answered in Japanese when required. An example of each of the pronunciation activities and techniques was provided for survey Question 5 and Question 6. Students were also given the option of writing their answers in either English or Japanese regarding the qualitative follow-up questions. Students were also assured that the survey would have no bearing on their grades and to that end no names, student numbers, age or gender was asked for. It is hoped that the anonymity of the subjects encouraged an honest and frank disclosure of their answers andopinions. Quantitative data is presented in table format and tallied accordingly. Question 1 employs a Likert scale both tallied by response and calculated by mean average.
Qualitative data is presented in categories by frequency of response. As the five follow-up qualitative responses were not mandatory, complete answers for all 159 subjects are not available where students chose not to write an opinion. It is also possible that one student may account for more than one answer category in the same qualitative question based upon the contents of their response.
4. Results
In keeping with the order of the research questions,
RQ 1 is addressed with the data from Survey
Questions (SQ) SQ 1, SQ 2 and SQ 3, followed by RQ 2 which correlates with the data collected in SQ4, SQ 5 and SQ6, while RQ3 is linked to the data from SQ 7, and lastly RQ 4 relates to SQ 8.
The first two of the five qualitative responses belong to RQ 1 in correlation with Survey Questions 1 and 3, while RQ 2, RQ 3 and RQ 4 are represented with one qualitative response each based on follow-up questions to Survey Questions 6, 7, and8respectively.
These correlations will be discussed inthelmplications section of this paper. The actual survey questions appear below in italics.
Survey Question 1. Hownecessaryispronunciation
practice in English language education classes in Japan?
Absolutely Unnecessary
0 1
Absolutely Necessa ry 6
30
Table 1 Distribution of Responses to SQ 1
S e le c t io n 0 1 2 2 4 5 6 T o t a l
R e s p o n s e 0 1 1 7 1 8 4 7 8 5 1 5 9
of class time used for pronunciation even in reading and writing courses, though pronunciation is generally classified as an oral skill one would expect to encounter mainly in speaking oriented courses.
The responses indicate a clear perception from the students that pronunciation practice is a necessary part of English language education in Japan. Based on the responses, a mean figure of 5.289 out of maximum of 6 in the Likert scale used above was observed. The qualitative follow-up responses help to explain the students' perception of a necessity to practice pronunciation.
Why1?
The number of student responses in parenthesis follows the category of each reason.
Required for communicative competence (37)
Fundamental to speaking (32)
Need communicative skills (30)
for future (job, travel)
Lack such practice now (17)
Desire to communicate in English (16)
Aids listening (8)
English sounds are different than Japanese (6)
Not tested so why study (3)
Helpful for motivated students (2)
Difficult to do alone (2)
Survey Question 2. What percentage of class time should be used for English pronunciation and activities?
Reading Class = R
0% 10-20% 20-30% 3040% 40-50% 50+%
Writing Class = W
0% 10-20% 20-30% 30-40% 40-50% 50+%
Speaking Class = S
0% 10-20% 20-30% 30-40% 40-50% 50+%
Listening Class = L
0% 10-20% 20-30% 30-40% 40-50% 50+%
Table 2 Distribution of Responses to SQ 2
C la s s 0 % 1 0 ‑ 2 0 2 0 ‑ 3 0 3 0 ‑ 4 0 4 0 ‑ 5 0 5 0 + %
R 3 2 9 3 8 3 1 3 1 2 7
w 9 4 6 4 3 3 5 2 2 4
s 1 2 0 2 1 3 5 0 1
L 0 5 1 5 2 4 4 3 7 2
Survey Question 3. Ingeneral, wouldyou like to have more time used for pronunciation practice in
class? Yes / No
Students responded overwhelmingly with 140 of the 159 respondents choosing "Yes" indicating they wo uld in general prefer more class time be used for pronunciation practice. The follow-up qualitative responses below help to explain why and why not the students' preference for more or less time was chosen.
Why?
The number of student responses in parenthesis follows the category of each reason.
Needed to improve communication skills (57)
To become accustomed to English (34)
Not enough time to practice now (23)
English sounds Japanized (katakana) (15)
All skills need emphasis, fine as is now (6) Too much correction time so not enjoyable (2)
Survey Question 4. How often do you use the
International Phonetic Alphabet (HHgHa ^fH §0 to help with understanding English pronunciation?
Never, Rarely, Now and then, Sometimes, Often, All the time
Table 3 Distribution of Responses to SQ 4
N e v e r 5
R a r e ly 1 9
N o w a n d t h e n 1 5 S o m e t im e s 6 9
O f t e n 3 7
A ll t h e t im e 1 4
T o t a l 1 5 9
Based on the responses to SQ 2 it is apparent that students on the whole would prefer some percentage
It appears that the students in this study are for the most part familiar with the International Phonetic Alphabet and that a high percentage of them (85%) state that they use it with more than rare frequency.
Survey Question 5. Which, if any, pronunciation
activities or techniques do you use in class?
(Distribution of responses in parenthesis below) Listen and repeat (122) Visual aids (42)
Reading aloud (56) Learning Phonetics (26)
Tongue twisters (32) Recording speech samples (44) Minimal pair drills (44) Others:(13)
Among the "Others" responses included the use of songs, conversation, flash cards and memorizing sentences listed as ways to practice pronunciation.
Survey Question 6. Which, if any, pronunciation activities do you enjoy using in class?
(Distribution of responses in parenthesis below) Listen and repeat (65) Visual aids (28)
Reading aloud (36) Learning Phonetics (7)
Tongue twisters (30) Recording speech samples (23) Minimal pair drills (19) Others: (16)
When comparing the responses above with those of SQ 5 it is clear that, with the exception of Others, the number of students reporting activities they enjoyed using in class decreased. Tongue twisters was chosen only slightly less as an enjoyed activity.
Why?
The "why" responses for each category of activity are listed below. It was not possible to relate a specific activity to a general response and thus the frequency of responses is not available.
Listen and repeat - enjoyable, good start for lesson, effective method
Minimal pair drills - good practice, enjoy, easy to understand
Tongue twisters - fun, good chance to practice Reading aloud - enjoyable, hear ownvoice, practice speaking in front of others, learnnewwords, everyone can do it
Visual aids - easy to remember, enjoyable, few chances to use, training
Learning about Phonetics - noresponses
Recording speech samples - enjoyable to do and listen to, gauge own ability, hear famous speeches Others - songs and music leave strong impression, rhythm helpful, enjoy pronunciation games, variety helps to learn by speaking, and activities that were easy to understand
Survey Question 7. When, if at all, shouldEnglish pronunciation practice begin in Japanese schools'?
Shouldn't begin, Elementary, Junior High, Senior High, University
Table 4 Distribution of Responses to SQ 7
S h o u ld n 't b e g i n 9 E le m e n t a r y 1 0 2 J u n io r H ig h 4 6 S e n io r H ig h 2 U n iv e r s it y 0
T o t a l 1 5 9
The vast majority of responses favor an earlier start for the introduction of pronunciation practice in Japanese schools beginning by the junior high level or before. The responses to the qualitative follow-up question help to explain the students' perspectives.
Why1?
The number of student responses in parenthesis follows the category and level chosen foreachreason.
The earlier the better (elementary) (75)
Lead to higher progress (junior high) (21)
Should learn Japanese first (junior high) (17) Balanced approach to four skills (junior high) (10) Even before elementary school (elementary) (5)
Importance of English (elementary) (3)
More chances to speak later (high school) (2) Japan so Japanese language (shouldn't begin) (2)
Survey Question 8. Is it more important for
Native Speaking Teachers or Japanese teachers of English to present pronunciation activities or
techniques in class?
Native Speaking Teachers Japanese
teachers Important for both
Of the 159 responses, ninety-nine students selected Native Speaking teachers, four chose Japanese teachers and fifty-six thought it was important for both groups of teachers to present pronunciation activities in the classroom. The follow-upqualitative
32
question helps to explain why students made the choices they did.
Why?
The number of student responses in parenthesis follows the teacher category chosen and each reason.
Native Speaking Teacher
Learn native pronunciation (57)
Use English with the native speaker (16)
Japanese teacher cannot teach pronunciation (8)
Easier for native teacher (6)
Will rely on Japanese teacher too much (2)
Japanese Teacher of English
May improve Japanese teachers' skills if they are
required to teach pronunciation (2)
Easy to understand the Japanese teacher (1)
Most English teachers in junior high are Japanese
so it is practical that they do so (1)
Both Teachers
Both can be helpful (31)
Can't always understand native teacher (9)
Necessary skill for both teachers (3)
Can't say which would be better (2)
5. Implications
Before returning to the research questions it is important to note the limitations of a study of this nature. The students involved are representative of only one region in Japan, being in Osaka and Nara prefectures, as well as a small sample of the nationwide population of Japanese university students. That the survey was printed in English may have caused some confusion to the students though every effort was made to offer explanation and clarification. The number of pronunciation activities and techniques offered in SQ 5 and SQ 6 could have been expanded to reflect a widerbreadth of choice, though the category of "Others" did yield added student input. SQ 7 may have produced a more accurate reflection of responses with the placement of "Shouldn't begin" at the far right, instead of its location at the far left. This was discovered in analysis of the qualitative answers in which six of the nine students who chose "Shouldn't begin" actually reported they thought pronunciation practice should begin before elementary school which
was the selection second from the left. Furthermore,
because students equate pronunciation with
speaking itself, some of their enthusiasm to speak out in English may have carried over to their responses concerning the act of pronunciation.
Finally, future research should also concern itself with intelligibility and how students view native and non-native pronunciation based uponrecognition models and production targets.
In returning to the research questions, it is noted that for RQ 1 that the perceived necessity for pronunciation is strong among Japanese university students based upon the high mean average (5.289 out of the 0 through 6 Likert scale used) to the responses in SQ1, as well as the 140 out of 159 res ponses (88%) that more pronunciation practice in class would be welcomed in SQ 3. Thedatafromthe
responses in SQ 2 seem to further bolster an affirmative answer to RQ 1 and indicate that students have an interest in pronunciation that extends to its inclusion to some degree into reading, writing and listening courses.
For RQ 2 we find that students stated an awareness and familiarity with the International Phonetic Alphabet in SQ 4 as well as the activities and techniques listed in SQ 5 and SQ 6. By theresponse comparison between SQ 5 and SQ 6 it is clear that students enjoy fewer activities than they have been exposed to and perhaps the presentation of the activity requires further attention on the part of the teacher. More variety in activities also seems to be a desire of the students as several not listed in the survey were volunteered in the Others optional answers written in.
Regarding RQ 3, which asks if students have ideas on when and whether pronunciation practice should
begin in Japanese schools, the answer seems
resoundingly in favor of an earlier start with 102 of 159 responses (64%) for the elementary school selection. When the junior high selection is included the figure climbs to 93% of student responses. While this paper presents no argument for the effectiveness of an early introduction to foreign languages, the students' perception is that it would be effective based upon the qualitative follow-up responses for SQ7.
Lastly in RQ 4, we find that students are willing
to indicate a preference for whether they would find
a native or non-native teacher more helpful for their
study of pronunciation. While it is likely to favor
the native teacher of any foreign language in such a question, it is encouraging to note that more than one-third of the students (35%) felt it wasimportant
for both teachers to present the activities in class.
This indicates a perception by some of the students that they feel they can rely on theirJapaneseteachers as competent role models in foreign language acquisition. Though only four of the 159 responses were for Japanese teachers, two of those follow-up responses revealed they chose so becausetheythought it would improve the Japanese teacher's skills.
6. Conclusion
The data from this survey, particularly the qualitative responses, have shown that at least for the students who participated in this study, more classroom time for pronunciation activities is both welcome and perceived necessary. We have also seen that the students are cognizant of the basic tools
and techniques that underlie the study of
pronunciation as an aspect the wider fields of phonetics and phonology, and further, students would prefer an element of pronunciation in their classes regardless which of the four skills the course is classified. Students also appear to hope that those younger learners who follow them will get an earlier start with their foreign language studies, and that while they have preferences that favor a native speaker to present pronunciation practice in the classroom, the idea that a Japanese teacher can play
a productive role also is evident. The perception that Japanese teachers of English can play the role of a mentor who is a competent and functional user of the language to theirstudentsismostencouraging.
It is hoped that both native and non-native teachers will expand the development of new materials as well as opportunities to present pronunciation activities in order to stimulate students' interest as a step toward bringing about new confidence in their abilities to express their ideas.
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