ELF Teacher Talk: Examining Speech Modification in Japanese Classrooms

Abstract

ABSTRACT English education in Japan is in the process of transitioning from English as a foreign language to English as a lingua franca (ELF). This mixed-methods study investigated whether ELF principles of accommodation and negotiation of meaning using translingual resources are exhibited in the way teachers talked to their students. Junior high school English teachers recorded dialogues in scripted, free structured, and free response scenarios. The speech rate and lexical range of the teachers was compared to English-speaking non-teachers. Teachers spoke significantly slower and used a lexical range fine-tuned to the capability of their target learners compared to non-teachers. Interviews revealed the decisions the teachers made regarding speech modification were based on pedagogical beliefs, teaching experience, and knowledge of the target learners. The results suggest teachers prioritize intelligibility over native-like pronunciation, and use a variety of linguistic, semiotic, and material resources to communicate with their students in line with ELF principles.