Receptive and productive skills of English /l/ and /r/ by Japanese college students in relation to their motivation

Abstract

The objectives of the present study were threefold: (1) the effects of training in /r/-/l/ perceptual identification on /r/-/l/ production; (2) the effects of training in /r/-/l/ production on /r/-/l/ perceptual identification; and (3) the effects of perceptual and production training on learners’ motivation to study English. Results indicate that both the perceptual and the production training sessions resulted in improving not only the intended skill but both the receptive and productive skills. Thus, both receptive or productive skill sessions can be used to promote Japanese college EFL learners English oral communication skills. Nevertheless, the motivation questionnaire shows (1) the importance for teachers to encourage their students to self-study for improving receptive skill and (2) the significance for teachers to understand the efficacy of output practice in small groups to help their students gain confidence in productive skill.