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- 저자 : ( Yuko Tominaga ) (검색결과 2 건)
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( Yuko Tominaga ) 범태평양응용언어학회 2009 범태평양응용언어학회지 Vol.13 No.1
In order to discover some clues to and make suggestions for better teaching English pronunciation to learners in English as a Foreign Language (henceforth abbreviated as EFL) settings, the paper attempts to analyze Successful Foreign Language Learners (SFLL), focusing on their study history. The subjects were 24 junior high school students, who were selected through a 2004 Intra-school English recitation contest. Their pronunciation was tape-recorded and evaluated by three Assistant Language Teachers (ALT). The subjects responded to a questionnaire regarding the history, environment, and strategies of their English learning experience. The results indicate that formal instruction at school did not contribute much to their acquisition of pronunciation, and that they made the best use of the opportunity outside the school to motivate their learning. The comparison with the eliminated subjects showed that the Successful Pronunciation Learners (SPL) outstood them in terms of attitude and motivation. Also some differences of effective factors were found between the learners in junior and senior high school.
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An Analysis of English Pronunciation of Japanese Learners: From the Viewpoint of EIL
( Yuko Tominaga ) 범태평양응용언어학회 2011 범태평양응용언어학회지 Vol.15 No.2
The objective of this research is to detect effective factors in English pronunciation teaching from the viewpoint of EIL (English as an International Language). This research is based on the data of the Successful Pronunciation Learners (SPL) selected by the raters, Japanese and native speakers of English (NSE), in Tominaga (2005). On the grounds that the aim of teaching English to Japanese students should not be confined within the intelligibility to NSE, in order to examine whether the pronunciation of each SPL in this research is really not only intelligible but also sounds good to both NSE and non-NSE from the viewpoint of World Englishes (WE) or EIL, their pronunciations were evaluated by non-NSE from 12 countries studying English in an English school in the United Kingdom. This evaluation was analyzed and compared with the evaluation by the NSE. In respect of the correlation between the evaluations by NSE and those by non-NSE, significant correlation was found between rhythm and fluency. In regard to the total score, the evaluation by non-NSE was generally stricter than that by NSE
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