TEACHABILITY AND LEARNABILITY OF ENGLISH TONICITY FOR JAPANESE JUNIOR HIGH SCHOOL STUDENTS

Pronunciation teaching is largely neglected in English classrooms in Japan, nonetheless intonation teaching. It may be due to the teachers’ lack of confidence and the complexity of English intonation. The aim of this study is to examine the teachability and learnability of English intonation, specifically tonicity, in junior high school English classrooms in Japan. According to an experiment conducted, it is therefore safe to say that tonicity is teachable and learnable in English classrooms in Japan. The next step in this line of research is to examine how we can train teachers to teach intonation.