.... (MEXT )

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1 Abstract This paper reviews some of the special difficulties encountered by Japanese lower secondary school learners in pronouncing English and to suggest some ways in which they can be helped to acquire a natural and fluent ability in practical English communication. In order to speak English intelligibly, and to understand native speakers of English, learners need to become acquainted with the sound system of English, which consists of two main areas, the segmental and the non-segmental. There are several ways of improving the standard of English pronunciation, such as listening to English tapes, CDs, video films and radio programs. Best of all, naturally, is communication with English speaking natives. Unfortunately, these opportunities are rather scarce in Japanese secondary schools, but it is hoped that by using some of the methods described in this paper Japanese learners at the low secondary level will be enabled and encouraged to converse in English with a natural unforced pronunciation.

In order to speak English intelligibly, and to understand native speakers of English, learners need to become acquainted with the sound system of English, which consists of two main areas, the

2 .... (MEXT )

3 Lenneberg, Pinker, Blunden A Japanese Evening I repeat - what I said; He repeats - what he said. We close at Erecturiku Rightu. We fasten also on: The cat, who becomes catsu, The dog, who proceeds doggu, Himself, O-Ji-San, Orudu Genturuman, And all sorts of enigmas. The girls are quicker, more nimble-throated, And will reproduce exactly the word, but he lays the law down; Having re-orientated Fan, Which they pronounced Fan, Into Weino, He instructs them how it ought to be pronounced, Obediently young Japan reiterates his decision,

4 (Blunden )

5 O Connor

6 Fig.. from UNIL Linguistique, Lausanne Univ.

7 English letters do not adequately represent the sound of English. They often confuse the learners rather than help them. (Baker, p. ). Hardcastle

8 .. (RP) /r, l, Ò, f Φ, v b, s, ø z, d, n, j i, w µ (u), Ω dω/ / \, 6, 2, 5 1, Ü µ (u), ˆ i, 4\ o/ / eˆ e (e\), 6Ü o (4\, o\)/ / 1Ü6 1w1 (\), 6Ü6 o1 (\)/ Fig.. O Connor ( )

$(u), ˆ i, 4\ o/ / eˆ e (e\), 6Ü o (4\,$

9 /f/ /v/ /l/ /r/ sheep /i\/ ship /ˆ/ /l/-/r/-/ / / /-/n/-/ñ/ /f/-/φ/ /v/-/b/ / /-/s/ /ø/-/z/ /j/-/i/ /w/-/µ/ lice-rice- King-kin- free- vest-best thin-sin then-zen year-ear wood- Fig..

10 IPA pear/ bear pear/ b p [p] [p h ] d t[t] [t h ] g k

11 [k] [k h ] Voice Onset Time Lisker & Abramson, /r, l/ / /, /f/ /Φ/, /v/ /b/, / / /s/, /ø/ /z/

12 Fig.. RP (from Centre for English Language Teaching Stirling University) bed/ bet rider/ writer /d/ /e/ /e\/ /aˆ/ /a\ˆ/

$rider/ writer /d/ /e/ /e\/$

13 /i\, ˆ, eˆ, e/ /4\, Å, u\, Ü, 4ˆ, 6Ü, Ü6/ /i\, ˆ, e, 2/ /u\, Ü, 4\, Å, 1\/ /6/ (schwa) /6/ /6/ Problem sounds Key words How to make the sounds. Word pairs/ sentences

18 C V C V CC C V C C V C C V C V C C V C C V C V C V street /stri\t/ /sµto i\to/ stop /ståp/ /sµto pµ/ /stri\t/ /st/ + /ri\/ + /t/ /stri\t/ /ståp/ /st/ + /Åp/ /ståp/ /l, r/

$/ståp/ /sµto pµ/ /stri\t/ /st/ + /ri\/ +$

19 railroad / reˆlr6üd/ / reˆrl6üd/ already /4\l redˆ/ /4\r ledˆ/ / reˆrl6üd/ / reˆl/ + /r6üd/ / reˆlr6üd/ /4\r ledˆ/ /4\l/ + / redˆ/ /4\l redˆ/ co-articulation /t d/ /n/ /s z/ Fig. CD

$/ reˆlr6üd/ /4\r ledˆ/ /4\l/ + / redˆ/ /4\l$

20 /t d/ / / /t-p, t-b, t-m, t-k, t-g/ /p-p, p-b, p-m, k-k, k-g/ /d-p, d-b, d-m, d-k, d-g/ /b-p, b-b, b-m, g-k, g-g/ /n-p, n-b, n-m, n-k, n-g/ /m-p, m-b, m-m, -k, -g/ /s-ƒ, s-ω, s-j/ /ƒ-ƒ, ƒ-ω, ƒ-(j)/ /z-j, z-ω, z-j/ /Ω-j, Ω-Ω, Ω-(j)/ /t-j/ /t-ƒ/ /d-j/ /d-ω/ Fig.. /t/ /d/ /-st, -ft, -nd, -md/

21 / / /6/ /r/ /l/ /l/ /r/ / / /s/ Instructor: I m going to say a list of words. Listen for words with / /. Thin, thin. Is there /t/ in this word? Learner: Yes. There is / / in thin. Instructor: That s right. Next, sin, sin. Is there / / in sin? Learner: No. There isn t / / in sin. Instructor: That s right. Next, math, math. Is there / / in

22 math? Learner: Yes. There is / / in math. Instructor: That s right, again. There was / / at the end, etc. /l/ /r/ Instructor: Listen to these two sounds, light, right. They are different. Again, light, right, again light, right. Can you hear the difference between them? Now, listen again carefully. I ll say the first word twice light, light, now I ll say the second word twice right, right. Now listen to these words light, right. Are they the same or different? Again, light, right. Learner: Different. Instructor: Yes, that s right. Next, light, light, light, light. Learner: The same. Instructor: Yes. Good! Next, right, right, right, right, etc.

23 / / /s/ Instructor: I m going to say three words. Two of them are the same and the other one is different from the rest. I want you to choose the different one. Are you ready? cat, cut, cut, again cat, cut, cut. Can you hear the difference between them? The first one is different from the rest. Now, listen again very carefully. I ll say the first word twice cat, cat, now I ll say the second and third word twice cut, cut. Next, listen very carefully, cat, cut, cut, again cat, cut, cut. Learner: The first one. The first word is different from the rest. Instructor: Yes, that s right. Only the first one is cat, the others are cut, etc. 3 /4\/ / \/ Instructor: I m going to say two sentences that sound similar but only one of them makes sense. I want you to choose the sensible one. The first sentence is: I walk eight hours a day, again I walk eight hours a day. The second sentence is: I work eight hours a day, again I work eight hours a day. Now, which sentence makes sense? Learner: The second one.

24 Instructor: Yes, that s right. The second sentence is sensible, because of work, I work eight hours a day but the first sentence says walk, I walk eight hours a day which would certainly be very tiring for me. Walk, and work are different, etc. Non-segmental Features

25 Wh Yes-No Fig..

26 I am from Japan. /aˆ 6m fr6m dω6 p2n/ I am from Japan. /aˆ 2m fråm dω6 p2n/. / aˆd laˆk s6m kåfˆ naü/ (i.e. I m speaking only of my own wishes.). / aˆd laˆk s6m kåfˆ naü/ (i.e. not some other kind of drink). / aˆd laˆk s6m kåfˆ naü/ (i.e. not later, but now). / aˆd laˆk s5m kåfˆ naü/ (i.e. I m getting annoyed.)

27 /6/ /6/ /ˆ/

28 Games and Songs Mmm. Mmm What did you say?. `Mmm Yes. ˆMmm How nice! A: Would you like some homemade cakes? B: Mmm? A: Would you like some cakes? B: `Mmm. A: How s the taste? B: (eating) ˆMmm!

29 Animal, Mineral or Vegetable? Yes-No Wh a) Yes-No b) ` WH c) ˆ d) ˇ Q: Is it animal, mineral or `vegetable? A: It s `vegetable. Q: Is it square or `round? A: It s ˇround but not com `pletely round. Q: Is it heavy or `light? A: It s ˇlight but heavier than an `egg. Q: Have I got one? A: No, you `haven t. Q: Has our teacher got one? A: No, `he hasn t, `either.

30 Q: Who `usually has got it? A: A `green-grocer has. Q: So, it s `edible, `isn t it? A: `Yes, it s de `licious. Q: What `colour is it? A: ˇUsually, they are red or `green. Q: How do you `eat it? A: You can eat it as it `is. Q: `When do you usually eat it? A: `Any time, often after `meals. Q: Where does it `grow? A: It grows on a `tree. Q: It s an `apple, isn t it? A: `Yes, that s right, etc... -r Linking r r [ ][ ] -r Q: Geroge, where is the `paper? A: The paper? Here on the `television. Q: Ken, where is my umb `rella? A: Your umb rella? Here on the `table. Q: Ken, where are my `eye-glasses? A: Your They are over there on the `desk. eye-glasses?

31 ... This is the Way we Wash our Face Examples (Dakin,, Mortimer ) ) /l, Ò,, ø, r, w, / ) /eˆ, 1Ü6, ˆz/ ) /n n, s ø, t, k, p /, ) is /ˆz/, the /ø6/, at /6t/, to /t6/ )

32 )

33 ... Ten Green Bottles (song) ) /Ò, r, w, f,, n / ) /2, 4\, i\, 5/ ) /n, n m, z s, n n /, ) and /6n/, the /ø6/, on /6n/, there d /ø6d/ ) )... Baa Baa Black Sheep (song) ) /l, Ò, z,, v, w/ ) /1\, i\, u\, eˆ, 2, 6/ ) /ss s, z s, n n, k, n n / ) for /f6/, and /6n/, the /ø6/ ) ) Yes-No

34 ... Dinner s Ready (rhyme) ) /l, Ò, r, w, ts/ ) /i\, ˆ, eˆ, Ü, e, 5/ ) /n, tj tƒ /, ) for /f6/, and /6n/, you /jü/, it /ˆt/ ) ) Yes-No Wh

35 CD

36 References Baker, Ann. ( ) Ship or Sheep? Introducing English Pronunciation, London: C.U.P. Blunden, Edmund ( ) Poems -. London: Macmillan. Hardcastle, W.J. ( ) Physiology of Speech Production, London: Academic Press.. Lee, W.R. ( ) Language Teaching Games and Contests, Tenth impression, London: OUP. Lenneberg, Eric. ( ) The Biological Foundations of Language. New York: John Wiley & Sons. Lisker, L. and Abramson, A. ( ) A cross-language study of voicing in initial stops: Acoustic measurements, Word,. Lisker, L. and A. S. Abramson ( ) The voicing dimension: some experiments in comparative phonetics. Proceedings of the Sixth International Congress of Phonetic Sciences, Prague,. O Connor, J.D. ( ) Better English Pronunciation, New Edition, Seibido.

37 O Connor, J.D. ( ) Intonation of Colloquial English, London: Longman.,. Pinker, S. ( ) Language Learnability and Language Development. Cambridge, MA: MIT Press... Wells, J.C. ( ) Summer Course in English Phonetics, Exercises on phonetic segments, University College of London. Monbushou Courses of Studies: MEXT ( ) The Course of Study for Foreign Languages for Lower Secondary Education. Diagram and Chart: Fig.. A Diagram of the Speech Organs: UNIL Linguistique, Lausanne University -eng.html#intro Fig.. A Vowel Chart in RP English: Centre for English Language Teaching Stirling University. HTM

38 Appendix. Phonetic Symbols for British English (from Wells ) Consonants Vowels p pen, copy, happen ˆ kit, bid, hymn, minute b back, baby, job e dress, bed, head, many t tea, tight, button 2 trap, bad d day, ladder, odd Å lot, odd, wash k key, clock, school 5 strut, mud, love, blood g get, giggle, ghost Ü foot, good, put tƒ church, match, nature i\ fleece, sea, machine dω judge, age, soldier eˆ face, day, break aˆ price, high, try f fat, coffee, rough, photo 4ˆ choice, boy v view, heavy, move thing, author, path u\ goose, two, blue, group ø this, other, smooth 6Ü goat, show, no s soon, cease, sister aü mouth, now z music, roses, buzz ƒ ship, sure, national ˆ6 near, here, weary Ω pleasure, vision e6 square, fair, various 1\ start, father h hot, whole, ahead 4\ thought, law, north, war Ü6 poor, jury, cure ( 4\) m more, hammer, sum \ nurse, stir, learn, refer n nice, know, funny, sun ring, anger, thanks, sung 6 about, common, standard 3 l light, valley, feel i happy, radiate, glorious r right, wrong, sorry, arrange u thank you, influence, situation j yet, use, beauty, few n suddenly, cotton w wet, one, when, queen l middle, metal stress mark

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