Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English
Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English
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经验丰富的教师对提高可理解发音优先事项的看法：以日本英语学习者为例
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发表时间：
2014
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通讯作者：
Kazuya Saito
中科院分区：
文献类型：
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作者：
Kazuya Saito
本研究旨在探讨经验丰富的教师的观点作为一种手段，以确定教学和学习的优先级为一个特定的第二语言学习者（即母语为日语的[NJs]学习英语的EFL设置）获得可理解的发音的有用性。共有120名经验丰富的教师（61名以英语为母语的教师[内斯]和59名新泽西州教师）对25个有问题的特征进行了5分制评分，范围从“教学非常重要”到“教学不太重要”。排序表明教师的意见是，教学大纲不仅需要包括（a）在其他ESL/EFL课堂上普遍存在的发音问题，而且还需要包括（B）对新泽西人来说非常特殊的声音特征。本文将结合二语语音研究的相关发现，讨论有经验教师语音判断的结构效度。
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.