BRIAN GAYNOR (MURORAN INSTITUTE OF TECHNOLOGY)

MISCOMMUNICATION? THE INFLUENCE OF L1 TRANSFER ON ENGLISH PRONUNCIATION AND SPOKEN SYNTAX. : METHODOLOGIES AND TEACHING APPROACHES

In the EFL context English pronunciation should not be understood as a need to make learners sound like native speakers. Rather, the aim should be to achieve a “threshold level” of speaking ability (Smith, 2012) whereby learners’ spoken communication in English is intelligible to both native and non-native listeners. One of the main factors impeding such intelligibility, particularly for low-level EFL learners, is the influence of their L1 on their spoken English. This presentation will focus on the effects of Japanese L1 transfer on English pronunciation and spoken syntax. The data were gathered from 68 students studying at a university in northern Japan. The students were recorded whilst undertaking a set of pre-taught pair conversations ranging in format from controlled to open conversations. Analysis of the recordings highlighted: (1) the phonological challenges of spoken English for low-level (approximately A2 level on the CEFR scale) Japanese students; and (2) effect of Japanese L1 on their spoken English syntax with particular implications for both pronunciation and meaning. Based on the main findings from this analysis, this presentation will examine the pedagogical implications for EFL educators. Specifically, it will focus on (1) awareness raising of the phonological differences between the learner’s L1 and English; (2) the importance of spoken syntactical skills development, particularly the use of ‘phrasal chunks’; and (3) accommodation strategies to support lower-level students’ communicative ability and enhance their spoken intelligibility. These recommendations are situated in the context of English as an International Language (EIL) as befits the growing importance of English communication between non-native speakers, particularly in Asia.

Brian Gaynor has worked in Japan for 26 years. He has taught English at all levels of the Japanese educational system. He has a Doctorate in Education from the University of Stirling. His research interests include language policy, language and equality, and educational management. He cannot pronounce 'phenomenology'.