Presentation

Learner Preference and the Learning of Japanese Rhythm

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Abstract

This paper reports research which examined the effects of introducing different Japanese rhythm instruction techniques to second language learners. Any successful teaching method needs to take individual variation in both levels of attainment and the learning preferences of the learners into account. Multiple instruction techniques were introduced during Japanese pronunciation classes, which were 1) rhythm marking, 2) clapping, 3) grouping rhythmic patterns, 4) haiku, 5) pronouncing to a beat, 6) visual acoustic analysis (Praat), and 7) shadowing. A questionnaire asking the students their preferred instruction technique administered at the conclusion of the class demonstrated that learners varied in both their learning method preference, and the number of methods they found useful. Of the 25 participants, 16 preferred a single method and the remainder preferred multiple techniques. Using Praat software for visual acoustic analysis and shadowing were the most popular (8 selections each), followed by clapping (7 selections). Participants significantly improved their ability to perceive rhythmic minimal pairs when compared to a pre-test of the same words. They were also able to transfer their improved understanding to a new set of minimal pairs.

How to Cite:

Kinoshita, N., (2014) “Learner Preference and the Learning of Japanese Rhythm”, Pronunciation in Second Language Learning and Teaching Proceedings 6(1).