Abstract
This is a preliminary report of a study pertaining to the effectiveness of specific training in pronunciation and intonation for students studying Japanese as a foreign language at university. The study involved weekly sessions across a 1 month period for volunteer participants interested in improving their pronunciation. Each session was conducted workshop-style in a small group headed by a native speaking instructor. Two groups of students were involved. Only one group was provided with a supplementary 'pronunciation-check' computer program. The study focused on those specific aspects of Japanese pronunciation and intonation considered especially problematic for native English and Chinese speakers. Surveys were conducted to explore the participants' self-evaluation of their improvement in pronunciation and intonation, and their perception and awareness of Japanese pronunciation and intonation in general. In addition, supplementary data was collected from recordings of all participants, both at the beginning and conclusion of the workshop program, in order to assess their degree of improvement in pronunciation and intonation. This paper discusses the data collected from this preliminary study and provides suggestions for potential usefulness of similar exercises in Japanese language classroom instruction.
| Language | English |
|---|---|
| Pages | 181-192 |
| Number of pages | 12 |
| Journal | International Journal of Learning |
| Volume | 18 |
| Issue number | 4 |
| Publication status | Published - 2012 |
Fingerprint
Bibliographical note
Copyright Common Ground and The Author/s. Article originally published in International journal of learning, Vol. 18(4), 181-192. This version archived on behalf of the author/s and is available for individual, non-commercial use. Permission must be sought from the publisher to republish or reproduce or for any other purpose.Cite this
}
The effectiveness of focused attention on pronunciation and intonation training in tertiary Japanese language education on learners' confidence : Preliminary report on training workshops and a supplementary computer program. / Nakazawa, Kayo.
In: International Journal of Learning, Vol. 18, No. 4, 2012, p. 181-192.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The effectiveness of focused attention on pronunciation and intonation training in tertiary Japanese language education on learners' confidence
T2 - International Journal of Learning
AU - Nakazawa, Kayo
N1 - Copyright Common Ground and The Author/s. Article originally published in International journal of learning, Vol. 18(4), 181-192. This version archived on behalf of the author/s and is available for individual, non-commercial use. Permission must be sought from the publisher to republish or reproduce or for any other purpose.
PY - 2012
Y1 - 2012
N2 - This is a preliminary report of a study pertaining to the effectiveness of specific training in pronunciation and intonation for students studying Japanese as a foreign language at university. The study involved weekly sessions across a 1 month period for volunteer participants interested in improving their pronunciation. Each session was conducted workshop-style in a small group headed by a native speaking instructor. Two groups of students were involved. Only one group was provided with a supplementary 'pronunciation-check' computer program. The study focused on those specific aspects of Japanese pronunciation and intonation considered especially problematic for native English and Chinese speakers. Surveys were conducted to explore the participants' self-evaluation of their improvement in pronunciation and intonation, and their perception and awareness of Japanese pronunciation and intonation in general. In addition, supplementary data was collected from recordings of all participants, both at the beginning and conclusion of the workshop program, in order to assess their degree of improvement in pronunciation and intonation. This paper discusses the data collected from this preliminary study and provides suggestions for potential usefulness of similar exercises in Japanese language classroom instruction.
AB - This is a preliminary report of a study pertaining to the effectiveness of specific training in pronunciation and intonation for students studying Japanese as a foreign language at university. The study involved weekly sessions across a 1 month period for volunteer participants interested in improving their pronunciation. Each session was conducted workshop-style in a small group headed by a native speaking instructor. Two groups of students were involved. Only one group was provided with a supplementary 'pronunciation-check' computer program. The study focused on those specific aspects of Japanese pronunciation and intonation considered especially problematic for native English and Chinese speakers. Surveys were conducted to explore the participants' self-evaluation of their improvement in pronunciation and intonation, and their perception and awareness of Japanese pronunciation and intonation in general. In addition, supplementary data was collected from recordings of all participants, both at the beginning and conclusion of the workshop program, in order to assess their degree of improvement in pronunciation and intonation. This paper discusses the data collected from this preliminary study and provides suggestions for potential usefulness of similar exercises in Japanese language classroom instruction.
UR - http://www.scopus.com/inward/record.url?scp=84866549648&partnerID=8YFLogxK
M3 - Article
VL - 18
SP - 181
EP - 192
JO - International Journal of Learning
JF - International Journal of Learning
SN - 1447-9494
IS - 4
ER -