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Teaching of intonation and other prosodic features is often put on the back burner in English teaching scenes in Japan. Since there is not a recognized intonation notation system that can be employed in English language instruction, teaching intonation is considered quite challenging. This study proposes a rather simple intonation notation system to be used for ordinary English teaching activities based on the relatively recent English prosodic notation proposed by British phoneticians.

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This paper reports on what beliefs Oyama Kosen students hold regarding English learning. Their beliefs were elicited via a discursive approach by investigating metaphors they used in a questionnaire. Metaphors are supported to reflect students' beliefs about their experiences of learning English. By classifying and examining their metaphors, what students think about learning English can be revealed. The paper also describes implementations of English ExpressionⅠ, which were designed based on the findings of the students' beliefs.

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