Orientador: Eni de Lourdes Puccinelli Orlandi / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T19:00:36Z (GMT). No. of bitstreams: 1 Azambuja_ElizeteBeatriz_D.pdf: 5918005 bytes, checksum: 160726167ee1a9371afda7949e4ea570 (MD5) Previous issue date: 2012 / Résumé: Avec ce travail, nous cherchons de comprendre la production de "la hypercorrection". Nous traitons cette notion, qui est traditionnellement étudiée par la sociolinguistique, du point de vue de l'analyse de discours. C'est à cause de cette différence de perspective théorique que nous utilisons des guillemets pour leterme. Compte tenu que la langue et le sujet ne sont pas séparés, nous travaillonsavec le discours sur la langue et la façon dont l'idéologie se matérialise dans La discursivité dominante dans notre société. De cette manière, nous faisons une lecture de certains aspects qui, historiquement, constituent les idées linguistiques. Le corpus que nous organisons est hétérogène en ce qui concerne les conditions de production. Nous le divisons en deux ensembles d' énoncés. Le premier ensemble comprend des énoncés dans lesquels nous analisons le discours sur la langue produit par des sujets dans diverses positions sociales. L'autre groupe d'énoncés nous permet d'observer le fonctionnement des différents faits de "la hypercorrection". Notre proposition de reflection sur ces faits linguistico-discursifs du point de vue discursif nous permet de les penser non pas comme des <<erreurs>>, mais comme équivoque, point où la langue, sujette à la faille, s'inscrit dans l'histoire. En outre, nous considérons ces faits comme des marques Du fonctionnement de l'idéologie, comme un indice d'affectation du sujet par la langue institutionnalisée, affrontement dans lequel la mémoire qui se réfère au discours de l'écriture devient visible. Cette étude nous permet de mettre en rapport la production de "la hypercorrection" et la tension entre la langue imaginaire et le fonctionnement de la langue fluide, le décallage entre la langue nationale et langue maternelle. En outre, cette étude nous aide à comprendre que "la hypercorrection" se construit idéologiquement entre l'inquiétude du sujet face à sa langue maternelle et/ou leur désir de s'inscrire dans une langue considérée comme légitime / Resumo: Com este trabalho, buscamos compreender a produção da "hipercorreção". Tomamos essa noção, tradicionalmente estudada pela Sociolinguística, para tratála pela perspectiva da Análise de Discurso e essa diferença de olhar demarcamos pelo uso das aspas no termo. Considerando que não se separam língua e sujeito, lidamos com o discurso sobre a língua e o modo com que a ideologia se materializa na discursividade que predomina em nossa sociedade, fazendo uma leitura de alguns aspectos que, historicamente, constituem as ideias linguísticas. O corpus que organizamos é heterogêneo em relação às condições de produção e o subdividimos em dois conjuntos de enunciados, sendo que o primeiro é constituído por enunciados em que analisamos o discurso sobre a língua produzido por sujeitos em posições sociais diversificadas. O outro grupo de enunciados possibilita-nos observar o funcionamento de diferentes fatos de "hipercorreção". A nossa proposta de reflexão destes fatos linguístico-discursivos da perspectiva discursiva permite-nos pensá-los não como "erro", mas como equívoco, ponto em que a língua, sujeita à falha, se inscreve na história. Além disso, consideramos tais fatos como marcas do funcionamento da ideologia, enquanto indício do afetamento do sujeito pela língua institucionalizada, embate em que a memória que remete ao discurso da escrita se torna visível. Este estudo nos possibilita relacionar a produção da "hipercorreção" com a tensão entre a língua imaginária e o funcionamento da língua fluida, com o descompasso entre a língua nacional e a língua materna. Além disso, contribuiu para que compreendêssemos que ela se constitui ideologicamente entre o desassossego do sujeito com a sua língua materna e/ou o seu desejo de se inscrever na língua que é considerada legítima / Abstract: With this work, we seek to understand the production of "hypercorrection." We take this notion, traditionally studied by Sociolinguistics, to treat it from the perspective of discourse analysis and the difference in look we established for the use of the term in quotation marks. Whereas not separate language and subject, dealing with the discourse about language and the way that ideology is embodied in the discourse that prevails in our society, doing a reading of some aspects that historically constitute the linguistic ideas. The corpus that we organize is heterogeneous in relations to the conditions of production and we subdivided into two sets of statements, being the first of which consists of statements in which we analyze the discourse on language produced by subjects in diverse social positions. The other group of statements enables us to observe the functioning of different facts "hypercorrection." Our proposal for consideration of these facts the linguistic-discursive discursive perspective allows us to think of them not as "error", but as equivocal, at which point the language, subject to failure, is written falls in the history. Furthermore, we consider such facts as trademarks operation of ideology, as evidence of the subject's tongue being affects of the institutionalized language, in which memory which refers to speech writing becomes visible. This study enables us to relate the production of "hypercorrection" with the tension between the imaginary language and the function of the fluid language, with the mismatch between national language and mother tongue. Furthermore, it contributed to for us to understand that it is constitute ideologically between the subject's restlessness with their mother tongue and/or their desire to enroll in the language that is considered legitimate / Doutorado / Linguistica / Doutora em Linguística

Through this study, we discussed cases of hypercorrection present in the speech of unemployed adults in the city of Maceió. With this purpose in mind, we based our focus on the theoretical premises of the Variationist Sociolinguistic Theory. (LABOV,2008 [1972]). Our main goal was to demonstrate that the occasions of hypercorrection in the speech of these informants are motivated by linguistic and extra-linguistic factors, being, the last referred, relative to sex and age. The corpus was collected by means of interviews with 24 (twenty four) adult speakers of both sexes, belonging to two groups of age: the first group, involving people of ages 17 through 30; the second, informants of ages 31 through 55, in the Sine - Sistema Nacional de Emprego, of the state of Alagoas. As a result of this study, we have concluded that the hypercorrections may occur on the fields of phonetics, morphology, semantics and syntax, being susceptible to influence from the following extra-linguistic factors: age, sex and situational context. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste trabalho, fizemos uma discussão sobre os casos de hipercorreção presentes na fala de adultos desempregados da cidade de Maceió. Com este intuito, nos baseamos nos pressupostos teóricos da Teoria da Variação (LABOV, 2008 [1972]). Tivemos como objetivo principal demonstrar que os casos de hipercorreção presentes na fala desses informantes são motivados por fatores linguísticos e extralinguísticos, tais como: o sexo e a idade. O corpus utilizado foi coletado por meio entrevistas com 24 falantes adultos de ambos os sexos pertencentes a dois grupos de idade: o primeiro envolvendo pessoas de 17 a 30 anos; o segundo, informantes de 31 a 55 anos, no Sine - Sistema Nacional de Emprego, do estado de Alagoas. Como resultado desse estudo, obtivemos que as hipercorreções podem ocorrer no campo da fonética, morfologia, semântica e sintaxe, podendo ser influenciadas pelos seguintes fatores extralinguísticos: idade, sexo e contexto situacional.

La langue française, comme toutes les autres langues du monde, connaît une évolution remarquable aussi bien en France qu’ailleurs ; évolution que les Sociolinguistes africains ont très souvent considérée comme une forme de dialectalisation de la part des locuteurs. Or, l’analyse socio-écolinguistique, qui embrasse l’ensemble des activités liées au langage en s’intéressant, non seulement à la langue et ses rapports avec la société et l’environnement linguistique, mais aussi au discours produit dans la communication sociale, intègre les pratiques effectives du langage qui font de la langue un acte circonstanciel et social dépendant des aspirations, perspectives et exigences du sujet parlant. Avec l’exemple des pratiques du fameux phonème français r, force est de noter qu’il existe bel et bien des normes endogènes du français, mais qu’autour de ces pratiques endogènes, se cache une histoire inéluctable que le socio-écolinguiste doit décoder ; d’où la problématique de la norme linguistique et l’idée d’une re-définition du phonème français. Cette recherche, plus particulièrement consacrée à l’analyse socio-écolinguistique du concept de changement linguistique, part des bases normatives du phonème r et de ses différents usages par les Camerounais du Cameroun et d’Afrique du Sud pour montrer l’interaction des structures linguistiques, sociales et environnementales impliquées dans ce processus. Elle aboutit à la conclusion selon laquelle la notion de phonème n’existe qu’à travers les usages du locuteur ; pratiques linguistiques qui doivent être situées dans leur environnement. / Dissertation (MA (French))--University of Pretoria, 2007. / Modern European Languages / unrestricted

This thesis deals with selected forms of numerals 2, 3, 4 and how the students in elementary school decline them. The aim was to find out if the students use in written exercise literary or non-literary forms at declension of numeral 2, how it develops during schooling and if they choose numerals three and four in genitive literary forms or their codified variants. The theoretical part defines the numerals with focus on declination of numerals 2, 3 and 4, deals with its development, hypercorrection, codification from 1993 and conception in Framework educational programme for basic education and in textbooks for elementary schools. Empirical part contains results of survey, which I have got from elementary school student's written exercise. These results are presented in tables and charts, which are used to conclusions of research. The work contains four interviews with teachers of two elementary schools. I asked them about their experience with teaching declination of numerals 2, 3 and 4 at elementary school. KEYWORDS Numerals 2, 3 and 4, morphology, codification, hypercorrection, elementary school

In this research, we aimed to outline the profile of the members of the community of practice of the Baptist Convention Alagoana from hypercorrection of events in order to evaluate whether social meaning when the emergence of these instances. For the development of this research, we use assumptions of Sociolinguistics variationist (LABOV, 2008[1972]) whose main objective is to demonstrate that the apparent linguistic chaos can be systematized and described, and that the variable uses found in speech may be occurring through influence of linguistic and social factors; whereas adopted theoretical and methodological aspects related to the third wave of sociolinguistic studies proposed by Eckert (2005; 2012) regarding the demarcation of community of practice and the search for social significance associated with linguistic forms. The population chosen to have his speech collected and their modus operandi observed was the community of practice formed by Baptists Pastors of the Baptist Convention Alagoana, stratify the sample according to the extralinguistic factor Time in pastorate into two groups, namely: Pastors with up to 10 years exercising the ministry (T1) and Pastors with more than 10 years (T2) exercising the function in the Baptist Church. Data collection was performed using three different instruments: structured interview (C1), Bible text reading (C2) and explanation of the biblical text (C3). These three collections were selected in order to observe whether the upward formality, motivated by the attention paid to speech (LABOV, 2008[1972]), influences the occurrence of hypercorrection. Simultaneously collected, we used participant observation whose notes have helped us to understand the modus operandi of the chosen community of practice, as well as the concerns and positions of members of the institution, in enabling a global view about the experience of employees and linking these observations to analysis of the phenomenon studied here. After transcribing the data, we analyze occurrences found qualitatively used for this excerpts taken from the structured interview, in order to outline the linguistic correction of imagery that hovers within this community of practice. Next, we describe the cases of hypercorrection more found in our data, in order to highlight the events that can be classified as such in our linguistic variety, as well as present, briefly, an overview of current uses in this community of practice with order to demonstrate the recurring features in the speech of employees with regard to the adoption of a differentiated linguistic variety/prestigious. Finally, we analyze the performance of the two extralinguistic factors, namely: the time the pastorate and the data collection context. Thus, through the results, we showed that the hypercorrection occurrences found in our corpus reflect the imagination of linguistic correctness and use of the prestigious variety required mainly formality of times is more frequent in the speech of Pastors who are starting their ministry and they need to build within this community of practice your persona and/or personal style. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nesta pesquisa, objetivamos delinear o perfil dos membros da comunidade de prática da Convenção Batista Alagoana a partir das ocorrências de hipercorreção com o intuito de avaliar se há significado social quando da emergência dessas instâncias. Para o desenvolvimento desta pesquisa, utilizamos pressupostos da Sociolinguística Variacionista (LABOV, 2008[1972]) cujo principal objetivo é demonstrar que o aparente caos linguístico pode ser sistematizado e descrito, bem como que os usos variáveis encontrados na fala podem estar ocorrendo por meio da influência de fatores linguísticos e sociais; ao passo que adotamos aspectos teórico-metodológicos relacionados à terceira onda dos estudos sociolinguísticos proposta por Eckert (2005; 2012) no que tange à delimitação de comunidade de prática e à busca por significado social associado às formas linguísticas. A população escolhida para ter sua fala coletada e seu modus operandi observado foi a comunidade de prática formada pelos Pastores Batistas da Convenção Batista Alagoana, estratificamos a amostra de acordo com o fator extralinguístico Tempo no pastorado em dois grupos, a saber: Pastores com até 10 anos exercendo o ministério (T1) e Pastores com mais de 10 anos (T2) exercendo a função na Igreja Batista. A coleta de dados foi realizada utilizando três instrumentos distintos: entrevista estruturada (C1), leitura de texto bíblico (C2) e explicação do texto bíblico (C3). Esses três momentos de coleta foram selecionados com vistas a observar se a formalidade ascendente, motivada pela atenção prestada à fala (LABOV, 2008[1972]), influencia a ocorrência de hipercorreção. Simultaneamente à coleta, fizemos uso da observação participante cujas anotações nos ajudaram a entender o modus operandi da comunidade de prática escolhida, assim como as inquietações e funções dos membros dessa Instituição, nos possibilitando um olhar global acerca da vivência dos colaboradores e associando essas observações à análise do fenômeno aqui estudado. Após a transcrição dos dados, analisamos as ocorrências encontradas qualitativamente, usamos para isso excertos retirados da entrevista estruturada, com o intuito de delinear o imaginário de correção linguística que paira no seio dessa comunidade de prática. Em seguida, descrevemos os casos de hipercorreção mais encontrados em nossos dados, com o objetivo de evidenciar as ocorrências que podem ser classificadas como tal em nossa variedade linguística, bem como apresentamos, de forma breve, um panorama dos usos correntes nessa comunidade de prática com vistas a demonstrar os traços recorrentes na fala dos colaboradores no que tange à adoção de uma variedade linguística diferenciada/prestigiosa. Por fim, analisamos a atuação dos dois fatores extralinguísticos, a saber: o Tempo no pastorado e o Contexto de coleta de dados. Dessa forma, por meio dos resultados obtidos, evidenciamos que as ocorrências de hipercorreção encontradas em nosso corpus refletem o imaginário de correção linguística e uso da variedade prestigiosa requerida principalmente em momentos de formalidade sendo mais frequente na fala de Pastores que estão iniciando seu ministério e que precisam construir dentro dessa comunidade de prática a sua persona e/ou estilo pessoal.

Based on the examiners’ reports of the University of Cambridge on the shortcomings of the students of form V (school certificate level) in Arabic language in the international examinations of year 2008 and 2009 and on the proposals and recommendations therein, the researcher started this research work to address the difficulties faced by students in Arabic language in the grammatical rules when writing essays and in translation from Arabic to English and vice versa in form V (school certificate level) and chose Doha Academy (secondary department) in Mauritius as model. The research work in fact confirmed the errors of students in the grammatical rules after analyzing the examination scripts of the mock examinations run at the school during the year 2009 and 2010 and the researcher came to know about the causes of errors which were also confirmed by means of a questionnaire distributed to the students at this level. The researcher’s interviews with the male and female teachers of Arabic language at School certificate level on the issue were of great benefits and they in fact made mention of the grammatical errors which the researcher came across in the mock examinations’ scripts after close study and analysis. The researcher also considered the importance of the contrastive analysis between Arabic and English due to its effect in learning Arabic as a second language. ط After analysis of the questionnaire and interviews, the researcher came across a number of important issues which he mentioned in details among the results which he concluded. The researcher concluded that most of the errors in grammar are due to the influence of the English language on the Arabic language through linguistic interference, transfer of experience, generalization, as well as errors related to the target language itself like hypercorrection and intralingual phenomenon etc. And that the errors found in translation are caused mainly because of lack of Arabic vocabularies as well as literal translation and a lack of fluency and confidence in using Arabic structures and grammar. Finally, the researcher mentioned a number of recommendations and suggestions which he considers to be a priority and should be executed if we really wish to eliminate difficulties and problems in the process of teaching and learning of the Arabic language at this level and to see the progress of this language in this island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002 8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي – يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية الدوحة في موريشيوس نموذجا. لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين 8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى. وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد الدراسة والتحليل. رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم الطلبة اللغة العربية كلغة ثانية. بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل في النتائج في آخر البحث. وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة في التصويب وتداخل اللغة نفسها. وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي. وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies & Arabic / D.Litt. et Phil. (Arabic)

Based on the examiners’ reports of the University of Cambridge on the shortcomings of the students of form V (school certificate level) in Arabic language in the international examinations of year 2008 and 2009 and on the proposals and recommendations therein, the researcher started this research work to address the difficulties faced by students in Arabic language in the grammatical rules when writing essays and in translation from Arabic to English and vice versa in form V (school certificate level) and chose Doha Academy (secondary department) in Mauritius as model. The research work in fact confirmed the errors of students in the grammatical rules after analyzing the examination scripts of the mock examinations run at the school during the year 2009 and 2010 and the researcher came to know about the causes of errors which were also confirmed by means of a questionnaire distributed to the students at this level. The researcher’s interviews with the male and female teachers of Arabic language at School certificate level on the issue were of great benefits and they in fact made mention of the grammatical errors which the researcher came across in the mock examinations’ scripts after close study and analysis. The researcher also considered the importance of the contrastive analysis between Arabic and English due to its effect in learning Arabic as a second language. ط After analysis of the questionnaire and interviews, the researcher came across a number of important issues which he mentioned in details among the results which he concluded. The researcher concluded that most of the errors in grammar are due to the influence of the English language on the Arabic language through linguistic interference, transfer of experience, generalization, as well as errors related to the target language itself like hypercorrection and intralingual phenomenon etc. And that the errors found in translation are caused mainly because of lack of Arabic vocabularies as well as literal translation and a lack of fluency and confidence in using Arabic structures and grammar. Finally, the researcher mentioned a number of recommendations and suggestions which he considers to be a priority and should be executed if we really wish to eliminate difficulties and problems in the process of teaching and learning of the Arabic language at this level and to see the progress of this language in this island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002 8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي – يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية الدوحة في موريشيوس نموذجا. لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين 8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى. وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد الدراسة والتحليل. رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم الطلبة اللغة العربية كلغة ثانية. بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل في النتائج في آخر البحث. وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة في التصويب وتداخل اللغة نفسها. وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي. وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies and Arabic / D.Litt. et Phil. (Arabic)

It is a general belief in Japan that the English /s/ and /ʃ/ before high front vowels (as in "see" and "she") are problematic for Japanese ESL (English-as-a-second-language) learners. Some research has also reported the /s/ and /ʃ/ confusion by Japanese ESL learners. Their pronunciation errors are often explained based on phonetics, but there are reasons to believe that the learners’ knowledge of the phonemes of the target words is at fault. This study examines 1) whether monolingual Japanese speakers distinguish the [si] and [ʃi] syllables in both perception and production in the Japanese contexts and 2) what would be the sources of Japanese speakers’ challenges in mastering the distinction between [si] and [ʃi] in their English production if Japanese speakers can produce and perceive the difference between these syllables. This study conducted two experiments. In the first experiment, 93 monolingual Japanese speakers between the ages of 17 and 89 in and around Tôkyô read aloud the written stimuli that had [si] and [ʃi] in the Japanese contexts, repeated the sound stimuli that had [si] and [ʃi] in the Japanese contexts, and listened to the [si:] and [ʃi:] syllables in isolation recorded by a native speaker of Canadian English. The results showed that the participants all distinguished [si] and [ʃi] in both perception and production regardless of their ages. Based on these results, I hypothesized that the [s] and [ʃ] confusion by Japanese ESL learners is caused by misunderstanding, rather than an inability to articulate these sounds. In the second experiment, 27 Japanese ESL students were recorded reading an English passage. The passage contains /s/ (7 times) and /ʃ/ (11 times) before high front vowels. After the reading, the participants were taught the basic English phonological system and the symbol-sound correspondence rules such as “s”-/s/ and “sh”-/ʃ/. The lesson lasted 40 minutes during which the participants were also interviewed to find out their awareness of the symbol-sound correspondence. No articulation explanations were given during the lesson. After the lesson, the participants read the same passage. The results showed that /s/ and /ʃ/ were mispronounced 39 and 67 times respectively in total by the 27 participants before the lesson, but only 7 and 19 times after the lesson. These changes are statistically significant. Moreover, the interview during the lesson revealed that the participants lacked phonological awareness in English as well as the knowledge of the symbol-sound correspondence rules. This study concluded that many of the mispronunciations by Japanese ESL learners, including /s/ and /ʃ/, can be solved by teaching the English phonics rules and some basic phonological rules without teaching the articulation of these sounds.