scholarly journals Which English Sounds are Difficult? Japanese EFL Learners’ Intuitions Versus Their Performance

2019 ◽  
Vol 43 (2) ◽  
pp. 3
Author(s):  
Charles Mueller
Keyword(s):  
English Language ◽  
Test Results ◽  
Practice Session ◽  
Actual Performance ◽  
Efl Learners ◽  
Minimal Pairs ◽  
Unexplored Area ◽  
Language Instructors ◽  
Japanese Learners ◽  
Experience Difficulty

Previous research has shown that Japanese learners experience difficulty in developing sensitivity to many English phonemic contrasts. An unexplored area in this research concerns learners’ awareness of which contrasts pose the greatest difficulty. The current research seeks to fill this gap in our understanding by comparing EFL learners’ (N = 63) ranking of nine problematic contrasts with the ranking determined by their actual performance on a minimal pairs test. Results showed that although the participants were aware of oft-discussed problematic contrasts such as /r/ versus /l/, they underestimated the difficulty of other contrasts such as those that occur between final nasals. Results of a posttest given one month following a brief practice session involving feedback resulted in significant improvement (p = .002). Participants’ difficulty rankings were compared with perceptions of native and nonnative English language instructors. Possible explanations for the findings are discussed along with the pedagogical recommendations. 先行研究によると、日本人学習者にとって英語における音素対立の多くはその弁別が困難であるとされている。一方、音素対立に関する学習者の認識と実際の弁別の難易度との関連は明らかにされていない。本論では、EFL学習者 63名 を対象とし、9つの音素対立について、自身の認識に基づいた難易度と実際のパフォーマンスによって示された難易度を、ミニマル・ペアを用いたテストによって比較した。この事前テストでは、/r/と/l/のように度々議論される難易度の高い音素対立に関しては、被験者はその難しさをよく理解している一方、末尾の鼻音に見られる音素対立のような他の音素対立の難易度については、その認識度の低さが示された。簡単な練習の後にフィードバックを行い、その1か月後に実施した事後テストでは、被験者のパフォーマンスは有意に向上していた (p = .002)。この結果を、英語の母語話者および非母語話者の指導者が持つ、学習者の音素弁別の難易度に関する認識とも比較した。最後に、得られた結果を説明し得る要素および教授法の提案も行った。

scholarly journals Perspectives: To Challenge the Unchallenged: Potential of Non-“Standard” Englishes for Japanese EFL Learners

2009 ◽  
Vol 31 (2) ◽  
pp. 261 ◽  
Author(s):  
Kazufumi Miyagi ◽  
Masatoshi Sato ◽  
Alison Crump
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Review Literature ◽  
English Language Teaching ◽  
Standard English ◽  
Efl Learners ◽  
Theory To Practice ◽  
Norms And Values ◽  
Global Spread ◽  
Japanese Learners

This paper calls for a broadening of the discussion of English language teaching (ELT) practices in Japan. We review issues associated with the global spread of English and link this discussion to the present “standard” English model of ELT in Japan. We propose three major benefits that would follow from an inclusion of non-“standard” (i.e., non American/British) Englishes in Japanese EFL classrooms. First, familiarity with different varieties could increase learners’ confidence when interacting with other non-native speakers (NNSs). Second, we review literature that shows that NNS-NNS interactions actually help learners improve their language skills. Finally, recognition of non-“standard” varieties of English would help Japanese learners challenge monolithic western-centric worldviews that marginalize regional, cultural, and linguistic norms and values. We connect this theory to practice by suggesting some possible changes to ELT in Japan. 本稿では、英語・米語に代表されるいわゆる標準英語の社会的文化的な影響について指摘し、日本英語教育において標準英語に対抗すべく多様な｢非標準｣英語の教育的可能性を探るものである。著者それぞれの研究を踏まえ、英米語に加え｢非標準｣英語を日本の英語教育現場で積極的に活用することで期待できる利点を三つ提唱する。第一に｢非標準｣英語に親しみを持つことにより、ノンネイティブ話者同士の対話に自信が持てるようになる。第二にノンネイティブ話者同士による対話活動は実際に第二言語習得に効果的である。第三に、｢非標準｣英語に触れることが、西洋的視点に偏りがちな日本人の世界観を省みる機会となり、多様な文化、言語に対する認識の向上が期待できる。以上の点を考察した上で、最後に英語教育現場における｢非｣標準英語の具体的な導入法ついて提案する。

scholarly journals The Effect of Engagement in Social Networking Application on Iranian EFL Learners’ Willingness to Communicate in English

2018 ◽  
Vol 8 (4) ◽  
pp. 165-178
Author(s):  
Shahram Alipour
Keyword(s):  
Social Networking ◽  
English Language ◽  
Study Groups ◽  
Willingness To Communicate ◽  
Target Language ◽  
Learning Context ◽  
Efl Learners ◽  
The Social ◽  
Language Instructors ◽  
The Impact

Motivating EFL learners to communicate in English has been a long-lasting challenge for English language instructors.  Regardless of the different proficiency level in English, every learner is expected to be able to create even simple structures in the target language; however, the EFL learners are reluctant to communicate in English.  In fact, communicative competence and authentic use of English language are directly related to learners’ willingness to communicate. Nowadays, the social networking applications (for Smartphones or Personal Computers) have introduced potential and authentic exposure opportunity for every human in the world. Combining the social networking engagement with language learning context may provide this opportunity for learners to communicate more than before. Therefore, in order to study the impact of engagement in social networking applications on Iranian EFL Learners’ willingness to communicate in English, the present research has been initiated. The sample of the study included EFL learners (N = 21) participating in TOEFL preparation course. The experimental group of the study has joined the social networking group in Telegram to communicate in English out of the class. The pre-treatment and post-treatment survey design has been applied to compare the study groups WTC level before and after the treatment.  The findings of the study indicated the positive effect of engagement in social networking on WTC. It was concluded that there are some guidelines in order to apply social networking in English language instruction. The findings are significant and applicable for English language instructors to apply such methods.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

Development of the L2 Motivational Self System: English at a University in Japan

2014 ◽  
Vol 36 (2) ◽  
pp. 153 ◽  
Author(s):  
Scott Aubrey
Keyword(s):  
Structural Equation ◽  
English Language ◽  
Structural Equation Models ◽  
Japanese Learners Of English ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Motivational Structure ◽  
International Posture ◽  
Japanese Learners ◽  
Self System

This paper reports on a study investigating changes in L2 motivation for Japanese learners of English as they completed their first communicative English language course at university. I aim to describe the strength and structure of students’ motivation and the degree to which these changed over one semester. A 36-item questionnaire was used to measure components of the L2 Motivational Self System and International Posture. The questionnaire was administered twice to 202 second-year university students in Japan: during the first week of the semester and 11 weeks later. Structural equation models were created to describe the causal relationships between motivational variables for the two time periods. Paired t tests revealed that both motivated learning behavior and ought-to L2 self significantly increased over the semester. A comparison of the two models indicated that there was a change in the motivational structure from Week 1 to Week 12. 本研究は、英語学習者の動機づけの強さと構造、及びその変化に焦点をあて、日本人大学生の外国語（L2）に対する動機づけの変化を調査した。大学で最初に履修するコミュニケーション英語の授業を対象に、第2言語習得を動機づける自己システム（L2 Motivational Self System）と国際志向性の2側面を測定する36項目からなる質問紙を作成し、2年生202名に対して授業第1週目とその11週間後に調査を実施した。分析は、まず構造方程式モデリングで2回の調査間の動機づけの変化を分析し、それに基づき対応のあるt検定を実施した。分析の結果、動機づけの高い学習行動と義務自己ought-to selfに関する数値が1学期を通して向上したことが明らかになった。

The Generalization of Instruction on Genitive Relative Clause in the Acquisition of English as a Foreign Language

2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Relative Clause ◽  
Relative Clauses ◽  
Foreign Language Learning ◽  
Control Group ◽  
Test Results ◽  
Japanese Learners Of English ◽  
Special Instruction ◽  
Japanese Learners

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.

Dynamic assessment and requesting: Assessing the development of Japanese EFL learners’ oral requesting performance interactively

2020 ◽  
Vol 17 (5) ◽  
pp. 545-575
Author(s):  
Allan Nicholas
Keyword(s):  
Conversation Analysis ◽  
Dynamic Assessment ◽  
Task Type ◽  
Efl Learners ◽  
Coding Scheme ◽  
Dynamic Methods ◽  
Two Phases ◽  
Japanese Learners ◽  
Development Analysis ◽  
Insight Into

AbstractThis study investigates the use of dynamically-administered strategic interaction scenarios (D-SIS) in identifying Japanese EFL participants’ difficulties with requesting-in-interaction, and tracking their development. Informed by conversation analysis research, six Japanese EFL learners at a university in Japan carried out D-SIS tasks in two phases, with the aim of both identifying specific aspects of requesting-in-interaction that were challenging, and learner development. Analysis focuses on three particular areas of difficulty that arose for participants during the dialogic interactions—connecting request turn utterance linguistic choices to social context; pre-request expansions of requesting talk, and pre-closing sequences. A coding scheme was applied that analyzed mediation sequences in terms of the efficiency with which participants oriented to and resolved problems, allowing ZPD movement to be quantified. In combination with close qualitative analysis of the transcript data, mediation sequences provided insights into the participants’ knowledge and understanding of these areas that would not have been gained through non-dynamic methods. Results therefore provide insight into areas of difficulty for Japanese learners with regards to requesting, and provide support for the use of the D-SIS task type as a diagnostic tool in regards to request-based talk-in-interaction.

scholarly journals Investigating Indonesian EFL learners’ knowledge and use of English causative constructions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
David Wijaya ◽  
Evelyn Winstin
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Language Education ◽  
Study Data ◽  
Sentence Completion ◽  
Efl Learners ◽  
Causative Constructions ◽  
Functional Aspects ◽  
Improve Instruction ◽  
Causative Construction

Abstract This paper explored Indonesian EFL learners’ explicit knowledge, processing, and use of English periphrastic causative constructions make, have, and get. 20 English L1 speakers and 20 Indonesian intermediate level EFL learners majoring in English Language Education at an Indonesian university took part in this study. Data were collected through a cloze task, a sentence completion task, an interpretation task, and a set of open-ended questions asking learners to provide descriptions about their knowledge of the constructions. Results showed that learners did not always use the first noun strategy to identify the agent in a passive causative construction. Also, their suppliances of the causative verbs in most items did not significantly differ from L1 speakers. However, the syntactic patterns were mostly non-target-like. They demonstrated insufficient explicit knowledge that could enable them to verbalize the formal and functional aspects underlying the constructions. Pedagogical implications along with suggestions to improve instruction are discussed.

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