Intelligibility, suprasegmentals, and L2 pronunciation instruction for EFL Japanese learners

Content Provider	Semantic Scholar
Author	Nakashima, Toru
Copyright Year	2006
Abstract	In this paper I first argue for the teachability of L2 pronunciation if the goal of teaching is shifted from native-like pronunciation to intelligibility and I propose a framework for discussing what the content of instruction should be when planning formal L2 pronunciation interventions in EFL classrooms in Japan. This framework is based on a synthesis of several strands of literature and a reanalysis of phonological errors presented in Jenkins (2000). In the second part of the paper, I describe in detail how suprasegmentals, and particularly syllable structure, contribute to sources of difficulty for EFL Japanese learners in attaining the goal of satisfactory intelligibility. Overall, I argue strongly in favor of suprasegmental-oriented instruction over segmental instruction.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://libopac.fukuoka-edu.ac.jp/dspace/bitstream/10780/14/1/1003.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article