The objective of this project is to investigate the items and factors that may be prematurely stabilized in advanced adult second-language learners' interlanguage, in order to propose effective instructional interventions.

The purpose of this study was to develop and test a model in which video materials are effectively used to develop students' listening communication ability. In order to reach this goal, the researcher designed the study procedure. In phase one, literature was reviewed to establish the theoretical framework for the model. In phase two, the validity of the model was tested using the Delphi technique. In phase three, the model Was field tested in two high schools in Japan with 251 11th grade students and 3 Japanese teachers of English participating. In addition, there were 12 teacher observers. Two sets of data, one from the student questionnaire and one from teacher questionnaire, were collected and analyzed along with the researcher's observations. The lesson, based on the model, was well-received by the students and teachers. Almost 80% of the 249 students responding to a 5-point Likert scale question rated the lesson as excellent or very good. Among 15 teachers, 12 rated the lesson as excellent and 3 rated it very good. To an open-ended question to the students, "What was the part you liked best in today's lesson?", 108 students responded "the use of movie/video materials." Teachers were also favorable toward the use of video as a teaching material. Both the students and teachers responded that they thought learners would improve their listening comprehension through this type of lesson. Based on the findings from this study, the researcher has concluded that this model can be utilized in the classroom and will improve listening comprehension of Japanese learners of English. Even though this type of lesson can be taught by any teacher of English in Japan regardless of his/her English language skill, it can be implemented more effectively if teachers are appropriately trained. Therefore, a three-phase workshop for teachers was recommended. / Graduation date: 1993

The phonological comparisons between English and CJK vowels and consonants were provided for Chinese, Japanese, and Korean (CJK) singers with an effective means to sing English songs with proper diction. The phonological approach – describing the specific position of articulators – is a useful pedagogical tool for CJK singers. However, if voice teachers, whether they have taught CJK students or not, could share their strategies, it might help future CJK students and their voice teachers as well. Through the survey, which was conducted between April 2013 to May 2013 with members of the Great Lakes Region of the National Association of Teachers of Singing (NATS), the following research question was conducted: “What are the perceptions of voice teachers regarding English pronunciation difficulties among native Chinese, Japanese, and Korean students?” This is a convenience sample, but there is no significant difference from the other NATS regions among teachers. I do not believe that I would have received different results from other regions of voice teachers. In order to find solutions, not only should teachers be able to perceive the difficulties, but they also should be able to suggest training methods based on phonological analysis. I compared these two sources of strategies among speech pathologists and voice teachers. The survey results showed that the voice teachers in the Great Lake Region of NATS have considerable perceptions regarding the difficulties of the CJK students. Their teaching strategies focus on demonstrating the correct placement and shape of the articulators in various ways. With these strategies, if they add more specific exercises, which are found in the appendices of this dissertation, it would save time and enable CJK singers to have better enunciation. / School of Music

This study examines the relationship between English in the environment and English language development in Japan. Although the English language enjoys a significant presence in the country, it has rarely been given consideration in previous research looking at second language development for Japanese learners. The study adopts Uric Bronfenbrenner's Ecological Systems Model to conceptualize the levels of the total learning environment in which the individual is immersed. The participants for this study were 99 Japanese university students attending Doshisha University in Kyoto. Participants were required to fill out a questionnaire and five students volunteered for interviews regarding the learners' perception of English in the surrounding environment. The findings from this study revealed little relationship between English in the environment and English language development for Japanese learners. In fact, the results indicate that a sharp divide between English taught in the classroom and English found outside of the classroom remains. Learner attitude was identified as the most significant factor influencing English language development.

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