Perspectives: To Challenge the Unchallenged: Potential of Non-“Standard” Englishes for Japanese EFL Learners

Abstract

This paper calls for a broadening of the discussion of English language teaching (ELT) practices in Japan. We review issues associated with the global spread of English and link this discussion to the present “standard” English model of ELT in Japan. We propose three major benefits that would follow from an inclusion of non-“standard” (i.e., non American/British) Englishes in Japanese EFL classrooms. First, familiarity with different varieties could increase learners’ confidence when interacting with other non-native speakers (NNSs). Second, we review literature that shows that NNS-NNS interactions actually help learners improve their language skills. Finally, recognition of non-“standard” varieties of English would help Japanese learners challenge monolithic western-centric worldviews that marginalize regional, cultural, and linguistic norms and values. We connect this theory to practice by suggesting some possible changes to ELT in Japan. 本稿では、英語・米語に代表されるいわゆる標準英語の社会的文化的な影響について指摘し、日本英語教育において標準英語に対抗すべく多様な｢非標準｣英語の教育的可能性を探るものである。著者それぞれの研究を踏まえ、英米語に加え｢非標準｣英語を日本の英語教育現場で積極的に活用することで期待できる利点を三つ提唱する。第一に｢非標準｣英語に親しみを持つことにより、ノンネイティブ話者同士の対話に自信が持てるようになる。第二にノンネイティブ話者同士による対話活動は実際に第二言語習得に効果的である。第三に、｢非標準｣英語に触れることが、西洋的視点に偏りがちな日本人の世界観を省みる機会となり、多様な文化、言語に対する認識の向上が期待できる。以上の点を考察した上で、最後に英語教育現場における｢非｣標準英語の具体的な導入法ついて提案する。

Peer Interaction and Corrective Feedback for Accuracy and Fluency Development

“…A L2 is often taught in the students’ and teacher’s L1, and, even if it is not, the class is usually too large for learners to engage in communication and receive CF from the teacher (see Block, 2003). From another perspective, peer interaction creates an ideal context for transfer-appropriate processing (Morris, Bransford, & Franks, 1977; Segalowitz, 2000) given that interaction between nonnative speakers is becoming a more likely real-life situation that learners will encounter (Ridder, Vangehuchten, & Gómez, 2007).…”

“…This study was conducted at a reputable university in Japan. The Japanese learners of English in the present study had followed typical learning patterns of foreign language development: Years of language classes with grammar-translation methods had led them to become functional readers and writers yet poor speakers (see Miyagi, Sato, & Crump, 2009 ;O'Donnell, 2005 ). A background questionnaire-a modifi ed version of the language contact profi le developed by Freed, Dewey, Segalowitz, and Randall ( 2004 )-was administered at the beginning of the semester, which confi rmed that no students in the current study had had excessive exposure to English (e.g., being part of a bilingual household or living abroad for a long time) or had been taught English through the medium of English prior to the classes in which the intervention was implemented.…”

Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention

“…This study was conducted in required English classes at a university in Japan. The Japanese learners of English in the present study lived in a typical foreign language environment (teachers and learners often share their first language and it consequently becomes the language of instruction [Lluida, ]), were educated in traditional foreign language classrooms (form‐oriented, primarily focusing on exam preparation materials substantiated by grammar–translation methods [Bardovi–Harlig & Dörnyei, ; Berns, ; O'Donnell, ]), and followed learning patterns that can be observed among many Asian L2 English learners (previous research has demonstrated that Japanese EFL learners do not have sufficient opportunities to be exposed to the target language, neither in class nor outside of class [Robinson, Sawyer, & Ross, ] and Japan's socioeducational environment consists of a test‐driven culture, which makes it difficult to implement communicative lessons [Miyagi, Sato, & Crump, ]). In addition, it is not rare to see classes with more than 40 students (see Nolasco & Arthur, ), which was the case in the present study.…”