@article{oai:fujijoshi.repo.nii.ac.jp:00001549,
 author = {御手洗, 昭治 and 森吉, 紀江 and Mitarai, Shoji},
 issue = {54},
 journal = {藤女子大学人間生活学部紀要, The bulletin of the Faculty of Human Life Sciences, Fuji Women's University},
 month = {Mar},
 note = {The purpose of this paper is to compare some salient suprasegmental and
segmental differences between English and Japanese, to identify difficulties that
Japanese learning English may encounter, and to revisit effective pronunciation
teaching based on previous research findings. Current tendency is to focus on
integration of suprasegmental and segmental features rather than choosing either of
them. Regarding setting priority in teaching pronunciation, a consensus between
experienced teachers on relatively important pronunciation features for Japanese
learning English was recently provided by Saito (2014). As for teachers’roles and
responsibilities, there are many factors (e.g., learners’goal, proficiency level, and
development stage)which pronunciation teachers need to take into account. With
this in mind, teachers are responsible for selecting appropriate approaches, instructional
materials, and learning activities from a wide range. Above all, phonemic
distinction exercise,articulatory descriptions or diagrams seem beneficial especially
for beginners. Form Focused Instruction (FFI) and social interaction with others
are regarded to be effective approaches to improve phonetic abilities in spontaneous
communication.},
 pages = {157--178},
 title = {日本人学習者に対する第二言語としての英語音声学教授法について},
 year = {2017},
 yomi = {ミタライ, ショウジ and モリヨシ, ノリエ}
}