The Possibility of Pronunciation Instruction for Elementary School Students

Based on Survey Results on Usefulness and Enjoyment for Children

Abstract

This study explored the effectiveness and reception of phonics-based pronunciation instruction among elementary school students. Results indicated that students both enjoyed and found value in these exercises. Through open-ended responses, it was evident that students were making comparisons between Japanese and English sounds, verbalizing articulation methods, and applying phonics knowledge to other areas of English, such as reading and speaking. This suggests that proper pronunciation instruction can enhance students’ overall English learning experience. However, three points of caution emerged: the need for age-appropriate instruction without excessive technical jargon, the importance of recognizing individual developmental differences even within the same grade, and the crucial role of a teacher’s proficiency and awareness of English pronunciation. The study underscores the importance of training elementary school teachers to provide effective pronunciation instruction. Future research should examine student learning in varied contexts and emphasize the development of teacher training programs.