日本人学生のためのリンガフランカとしての英語の発音の調査

The increasing use of English as an International Language (EIL) means that traditional models of pronunciation teaching are becoming outdated. This case study details the steps undertaken to create a pronunciation curriculum for two Japanese students of English who will be using English as a Lingua Franca. It includes a detailed phonetic description of elements of the learner’s language that are likely to hinder intelligibility. This is followed by a discussion of how these elements should be ranked into a curriculum in view of the context in which the language will be used. It finds that not all pronunciation elements are equally necessary in an international environment. Furthermore, it asserts that the influence of L1 may not only be hinder intelligibility but may also provide a potential context to help rectify issues. Finally, a modified pronunciation curriculum is suggested for Japanese students of English