An investigation on English pronunciation teaching and teachers' pedagogical decisions at universities in Tokyo
Project/Area Number |
26580117
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Research Category |
Grant-in-Aid for Challenging Exploratory Research
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Allocation Type | Multi-year Fund |
Research Field |
Foreign language education
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Research Institution | Rikkyo University |
Principal Investigator |
YOKOMOTO Katsuya 立教大学, ランゲージセンター, 教育講師 (30646740)
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Research Collaborator |
ISAACS Talia
YU Guoxing
|
Project Period (FY) |
2014-04-01 – 2017-03-31
|
Project Status |
Completed (Fiscal Year 2016)
|
Budget Amount *help |
¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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Keywords | 発音教育 / 英語教育 / ニーズ評価 / 教育的決定 / 英語発音 / 教師認知論 |
Outline of Final Research Achievements |
This study investigated the university-level English teachers’ backgrounds including their educational background regarding pronunciation teaching, interests in and beliefs about pronunciation teaching, and pronunciation teaching practice. Also, their instructional decisions based on their diagnosis of the Japanese learners’ pronunciation were examined. As a result, the teachers who are interested in pronunciation teaching and have received pedagogical training tend to have the knowledge about the pronunciation teaching, gain confidence in teaching pronunciation, and, in fact, teach pronunciation. Also, the results of the diagnosis vary. It seemed that identifying problems in vowel productions, which have been found to be crucial in communication was difficult, and the difficulty appeared to lead to the decision not to teach vowels. Given the importance of vowels for effective communication, this problem with identifying vowel errors should be dealt with in the teacher training.
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Report
(4 results)
Research Products
(9 results)