抄録
This survey examined the effects the explicit instruction regarding English sound might have on the learner’s cognition, learning strategies, competence and motivation, compared with the implicit instruction. The survey was implemented in questionnaire format to 312 junior high school students. Results showed that learners who have been given more instructions about English sound, regardless of the type of the instructions, perceive learning sound as an important factor in learning English. It was also revealed that the learners who were given more explicit instructions so far use learning strategies that put importance on sound. The scores of self efficacy and motivation were also higher among learners who perceive that they were given much explicit instructions. Thus, the importance of explicitly instructing English sound was suggested.
