Abstract
In the literature regarding pronunciation instruction, it has been argued that the suprasegmental features of language, such as rhythm, stress and word linking, lend more to intelligibility than segmental features (Celce-Murcia et al., 2010). This is especially relevant when teaching learners of English from syllable-timed or mora-timed languages like Japanese. The nature of Japanese mora-timed speech can contribute to negative L1 language transfer. Furthermore, due to the vast difference between Japanese and English speech rhythm (Koike, 2014), these speech patterns are one of the more salient features of Japanese learners' English. This article details the results of a study on the effects of pronunciation instruction on Japanese adult learners of English and explores how simple instruction can mitigate the native language interference of Japanese in their speech. It also argues that the instruction of suprasegmental features of English, primarily stress and word linking, can help to improve the intelligibility of Japanese learners of English. To quantify this study, native Japanese English students were recorded in a pre/post test format that was conducted before and after they were given instruction in suprasegmentals. Then the findings of the study will be discussed.
