2016 Volume 21 Pages 31-
The primary purpose of this paper is to guide Japanese teachers of English (JTEs) to teach English through English (TETE) successfully by demonstrating a specific approach to increase their speech comprehensibility. This project is another attempt to illustrate the benefits of the Colloquial English Grammar (CEG) Typology Framework (revised by Kobayashi, 2015). First, the status quo of English classes in Japanese junior and senior high schools is explored in order to examine the extent to which TETE is practiced, which is illustrated with data from previous studies and a new survey involving university freshmen which includes an analysis on the possible causes of JTEs’ inaction to speak English. Second, the traits observed in various types of modified speeches are reviewed in tandem with an illustration of a comprehensive way to make speeches more comprehensible by incorporating ten selected CEG features into two speech scripts. Lastly, specific ways for achieving successful teacher talk and teaching comprehensible speeches through the CEG incorporation are proposed.