Hiroko Matsuura - Academia.edu (original) (raw)
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Papers by Hiroko Matsuura
This study examined American, Philippine, Korean, and Japanese university students' evaluativ... more This study examined American, Philippine, Korean, and Japanese university students' evaluative reactions to spoken English of L2 learners in terms of comprehensibility, accentedness, and fluency. This study also ana-lyzed types of speaker deviations that caused intelligibility problems. A notable finding was that the four groups displayed striking similarities in their evaluations as well as in the types of linguistic features that reduced intel-ligibility. Although these four listener groups differed significantly not only in their L1 background but also in their general English proficiency and English -using environments, similarities that prevailed in this study are worth noting from a perspective of international intelligibility studies and in the teaching and learning of EIL (English as an international language). Introduction With the prevalence of English as an international lingua franca (Jenkins, 1998 ; Jenkins, 2002 ; Crystal, 2003), the phrase "English as an Inte...
World Englishes, 2004
This study reports on Japanese university-level EFL teacher (N = 50) and student (N = 660) reacti... more This study reports on Japanese university-level EFL teacher (N = 50) and student (N = 660) reactions to the notion of making English an official language, as proposed by an advisory board to Prime Minister Obuchi in 2000. The study also reports on beliefs about English language learning and teaching in general in terms of goals, proficiencies of Japanese people, and appropriate instructional styles for Japanese. Students appeared to believe that it would be beneficial to be proficient in English, although a number of them did not welcome English-only EFL classes. Students tended to link beliefs about English proficiency to legislating English as an official language, while their reactions to the officialization of the language varied widely. Teachers' beliefs, on the other hand, appeared to be drawn from their own experiences in current English-using contexts in Japan. The majority of teachers indicated that English should not be given official language status, and that people would not use English in their daily life even if it were to become official.
System, 2014
English accent Speech rate English as a lingua franca Listening comprehension English education i... more English accent Speech rate English as a lingua franca Listening comprehension English education in Japan a b s t r a c t
This study examined American, Philippine, Korean, and Japanese university students' evaluativ... more This study examined American, Philippine, Korean, and Japanese university students' evaluative reactions to spoken English of L2 learners in terms of comprehensibility, accentedness, and fluency. This study also ana-lyzed types of speaker deviations that caused intelligibility problems. A notable finding was that the four groups displayed striking similarities in their evaluations as well as in the types of linguistic features that reduced intel-ligibility. Although these four listener groups differed significantly not only in their L1 background but also in their general English proficiency and English -using environments, similarities that prevailed in this study are worth noting from a perspective of international intelligibility studies and in the teaching and learning of EIL (English as an international language). Introduction With the prevalence of English as an international lingua franca (Jenkins, 1998 ; Jenkins, 2002 ; Crystal, 2003), the phrase "English as an Inte...
World Englishes, 2004
This study reports on Japanese university-level EFL teacher (N = 50) and student (N = 660) reacti... more This study reports on Japanese university-level EFL teacher (N = 50) and student (N = 660) reactions to the notion of making English an official language, as proposed by an advisory board to Prime Minister Obuchi in 2000. The study also reports on beliefs about English language learning and teaching in general in terms of goals, proficiencies of Japanese people, and appropriate instructional styles for Japanese. Students appeared to believe that it would be beneficial to be proficient in English, although a number of them did not welcome English-only EFL classes. Students tended to link beliefs about English proficiency to legislating English as an official language, while their reactions to the officialization of the language varied widely. Teachers' beliefs, on the other hand, appeared to be drawn from their own experiences in current English-using contexts in Japan. The majority of teachers indicated that English should not be given official language status, and that people would not use English in their daily life even if it were to become official.
System, 2014
English accent Speech rate English as a lingua franca Listening comprehension English education i... more English accent Speech rate English as a lingua franca Listening comprehension English education in Japan a b s t r a c t