Proper pronunciation is one of the fundamental aspects of developing a new language skill. In the case of
japanese learners of
english (JLE), Ohata (2004) states that we must understand the phonological differences between
japanese and
english to best understand the difficulties for JLE. Through this paper we will examine the structure of phonemes, vowels, consonants, syllable types, rhythm and intonation to clarify how a learner will develop their ability to speak
english.
Phonemes
Lado (1957) has purported that learners tend to transfer the forms and meanings from their first language (L1) to the language being learned. It is more difficult to grasp pronunciation of a language (L2), which does not have the same phonemes as the L1. Avery & Ehrlich (1992) also believe that a foreign accent, which is produced by one's pronunciation, is determined to a large extent by the learner's native language. It is not surprising that JLE find difficulties in the pronunciation of
english as many of the phonemes are not found in
japanese.
Vowels
The
japanese language uses only five vowels, while in contrast,
english uses twelve (Avery & Ehrlich, 1992). As the number of vowel sounds differs greatly, Vance (1987) has said that learners show great difficulty producing
english vowels that do not exist in
japanese. The distinction of these nonexistent vowels in the
japanese language may pose a problem for the JLE. The difficulties are compounded by the change of tongue position (Ohata, 2004).
One of the most problematic areas in pronunciation for
japanese students is the tense/lax vowel pairs. These vowel pairs do not exist in
japanese, which suggest the difficulties in muscle tension in the mouth produced by the lips and tongue for JLE (Ohata, 2004). Therefore, words such as sleep and taste when spoken, are identified by a native speaker as slip and test respectively.
Consonants
The number of consonants in the
japanese language is not as great as that in the
english language. Therefore, JLE tend to transfer the sound patterns of
japanese into
english and produce consonant sounds that may be appropriate for
japanese, but not
english (Ohata, 2004). There are several examples of such cases, including the inability to distinguish the /r/ and /l/ sound. Because the sound is found somewhere between the two, JLE often substitute /r/ for /l/ and /l/ for /r/. Words such as fresh and right become flesh and light respectively. This is also true of the sounds /v/ and /b/.
Furthermore, the
english language has what are called open syllable types (CVCV) as well as closed syllable type (CCVCC) consonant clusters. However, as Reiney & Anderson-Hsieh (1993) report, the
japanese language does not support the closed syllable type. Therefore, words may conform to the
japanese consonant vowel pattern (CV-CV), for example, the word breakfast may become burekufasuto.
Rhythm
english, according to Catford (1997) is a stress-timed language, while
japanese is syllable-timed. Therefore, the amount of time it takes to say a sentence in
japanese depends on the number of syllables it contains. In
english, however, this depends on the number of stressed syllables (Ohata, 2004). JLE may then produce
english sentences based on the
japanese syllable-timed style, which becomes noticeably longer and staccato-like.
Intonation
japanese and
english share similarities in intonation, for example, with a rising tone for yes-no
questions (Avery & Ehrlich, 1992). However, the pitch change or ranges for each language are different. JLE do not have the ability to produce a wider pitch range used to create sentences in
english. Therefore, native speakers may misinterpret a statement for a question or assume the speaker has not yet finished speaking. This fact, according to Ohata (2004), may be directly related to the JLE not being able to lower his pitch level far enough to indicate the end of a statement.
japanese learners of
english are faced with several difficulties with pronunciation of
english sentences that are rooted in their native language structure. As instructors of
english, we must be aware of these differences, and develop lessons and activities to aid in the learners' pronunciation development.
References
Avery, P. & Ehrlich, S. (1992). Teaching American
english pronunciation. Oxford: Oxford University Press.
Catford, J. C. (1977). Fundamental problems in phonetics. Edinburgh University Press.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language
teachers.
ann arbor: University of
Michigan Press.
Ohata, K. (2004). Phonological differences between
japanese and
english: Several potentially problematic areas of pronunciation for
japanese esl/
efl Learners. Asian
efl Journal (6)4, Article 5, 1-19.
Riney, T. & Anderson-Hsieh, J. (1993).
japanese pronunciation of
english. JALT Journal, 15(1), 21-36.
Vance, T. (1987). An Introduction to
japanese phonology. Albany: State University of
New York Press.