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Essay / Research Paper Abstract
This is a 6 page paper that provides an overview of difficulties Japanese learners face with English pronunciation. Strategies for overcome these difficulties in the classroom are suggested. Bibliography lists 4 sources.
Page Count:
6 pages (~225 words per page)
File: KW60_KFlng001.doc
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Unformatted sample text from the term paper:
to issues to pronunciation because of the huge variations in English dialects as one moves from country to country, or even from one region to the next within the context
of one country. For instance, Japanese learners of English often find it incredibly difficult to grasp the correct pronunciation of English words, in part because the "rules" associated with English
pronunciation tend to be quite contextual rather than universal, and in many cases are directly at odds with the comparatively streamlined and simplified pronunciation standards utilized in the Japanese language.
This paper will explore the difficulties that those teaching English to Japanese speakers may face, and what steps can be taken to make the task easier. To begin with,
it is important to understand the various nuances of each language, and exactly what it is that sets them apart from one another. The first and most important difference between
the languages, as far as pronunciation is concerned, is that English incorporates a letter-based alphabet, wherein each letter contains a multitude of possible pronunciations based upon its situation and context
within a word. Japanese, by contrast, is a syllabic language; each character in the Japanese "alphabet" is a self-contained syllable with a fixed pronunciation. For instance, the letter "a" in
English can be pronounced many different ways, such as in the words "apple", "father", or "paste". By contrast, the syllable "a" in Japanese always has the "ah" sound. This holds
true even when the sound occurs in other syllable constructions such as "ka" (pronounced "kah"), "sa" (pronounced "sah"), and so on. When Japanese speakers attempt to learn English, they often
erroneously transpose these expectations of consistency onto the English language and are frustrated in their efforts to learn pronunciation as a result. A second problem that emerges because of these
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