How teachers not specialized in pronunciation use materials to stimulate awareness of pronunciation in comprehensive Japanese classes: Analysis of students' responses

Abstract

Teaching pronunciation has been advocated in comprehensive Japanese classes. We have developed materials for teaching pronunciation daily. This material promotes students' awareness of pronunciation. Herein, we report the two teachers' use of the material in a beginners' class during one semester and the questionnaire results demonstrating students' awareness. Our report describes the teaching method and process of building awareness. It also reveals that students' awareness does not always reflect the teacher's intention.