Learner preferences and the learning of Japanese rhythm (original) (raw)

Differing levels of student achievement in the classroom create challenges for teachers of pronunciation to second language learners. One possible explanation for these differences in success is that they result from mismatch in learning preferences and teaching styles (Peacock, 2001). Investigations into the learning and teaching of Japanese pronunciation have also confirmed such a style based link in the acquisition of intonation (ie. Nakagawa et al., 2008), and rhythm (Kinoshita, 2010). Building on this research, Yanagisawa et al. (2013) demonstrated that learning in the classroom is more effective when learners are encouraged to create their own representational of Japanese rhythm. This presentation describes and evaluates a class which fosters learner choice taking into account variation in individual learning preferences. Multiple learning techniques were introduced during the teaching of Japanese rhythm, and learners were asked to identify those techniques they believed were personally most effective. The techniques introduced to the class are 1) clapping, 2) haiku, 3) visual acoustic analysis (Praat), 4) pronouncing to a beat, 5) grouping rhythmic patterns, 6) shadowing, and 7) using pronunciation symbols. A questionnaire at the conclusion of the class demonstrated that learners varied in both the learning method they preferred, and the number of methods they found useful. Of the 25 participants, 16 preferred a single method. The rest found between two and four effective. Using Praat software for visual acoustic analysis and shadowing were the most popular (8 selections each), followed by clapping out the rhythm (7 selections). Post-hoc testing revealed that the participants significantly improved their ability to perceive rhythmic minimal pairs when compared to a pre-test of the same words (t (24) = 2.43, p = .023). They were also able to identify significantly more new contrasts in comparison to the pre-test. (t (24) = 4.90, p < .001).