短縮形の指導法 : 英語学習者の初級聴力技能の向上に関する一考察

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Japanese students normally enter university with six years of English study under their belts. Most of this study, however, has been steeped in preparation for entrance exams, word-for-word translation of sentences, and memorizing long lists of vocabulary items and grammar rules. Speaking and listening skills have all too often been neglected, despite the efforts by the Ministry of Education in placing native speaker teaching assistants in junior high and high schools around the country. These students often have great problems in comprehending the simplest of conversations with native speakers. There are several reasons that can be cited for this. First, the students do not perceive certain English sounds with any accuracy because they do not exist in Japanese. Second, the students are not used to the stress and intonation patterns of English and the way these influence the pronunciation of certain phonemes and the meaning of an utterance. Third, there is an apparent need on the part of the students to perceive and comprehend everything they hear. They often find it difficult to get used to the idea that they can be competent listeners with less than 100% perception and/or understanding. Fourth, "reduced forms" that occur in informal speech are usually an incomprehensible stream of sounds to the students, who are unable to distinguish where word boundaries lie within the stream of sounds. What can teachers do to help these students become more effective listeners? This paper looks at a two-part solution : (1) raising students' awareness of what reduced forms are and how stressed and unstressed syllables play a role in their formation, and (2) suggestions for providing plenty of listening practice to help students recognize these forms and catch up with the speed of native speaker speech.
福岡国際大学・福岡女子短期大学の論文
1993-12-01

短縮形の指導法 : 英語学習者の初級聴力技能の向上に関する一考察

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