Syllable Instruction: Recommendations for the Teaching of Speech and Pronunciation in English Education in Japan

Abstract

The syllable is a basic unit of the English language. For young Japanese learners of English, whose L1 comprises morae rather than syllables, a clear explanation of what a syllable is can help the perception and production of English speech. Despite this, there is a paucity of research regarding syllable instruction, and what research there is can give conflicting ideas on when and even whether syllables should be taught. In this paper, we attempt to clarify the issues by reviewing the literature concerning syllable instruction, and by examining the way syllables and the phonemes that make up the syllables are covered in authorized Japanese junior high school English textbooks. We conclude that there is insufficient explanation of syllables and phonemic symbols in the textbooks, especially concerning the relationship of syllables with grammatical features such as comparatives, and we recommend measures to improve pronunciation teaching which include phonemic and syllable instruction.