日本語を母語とする大学生英語学習者における英語の発音に対する意識と動機づけの関連性の検証

抄録

This study discusses the possibility that pronunciation instruction can intrinsically motivate Japanese university English learners by re-examining the significance of pronunciation instruction in English educational settings. To this end, 154 Japanese university students completed surveys on English pronunciation awareness and learning motivation. An online questionnaire asking questions related to basic information including feelings of liking or disliking English was also administered. The overall scores of the English pronunciation awareness survey and five types of motivation based on self-determination theory (intrinsic regulation, identified regulation, introjected regulation, external regulation, and non-regulation) were compared across four groups in the quartile range using one-way analysis of variance (ANOVA). Next, the total score of intrinsic motivation and the results of the responses to the questionnaire survey were compared.

According to the results, learners’ views of English pronunciation are positively related to intrinsic motivation. Furthermore, intrinsic motivation could be positively related to feelings of liking English. This means that emphasizing English pronunciation instruction may increase learners’ intrinsic motivation and their feelings of liking English. Based on these results, this study discusses the significance of incorporating pronunciation instruction into English educational settings and the measures that must be taken to incorporate it.