The question of English language varieties in Japanese English language teaching and learning

Abstract

Over the past few decades, globalization has progressed rapidly in many disciplines. English symbolically reflects this globalization, and pragmatically it performs the role of an international lingua franca. Under such a milieu, issues of English varieties and of English-related language policy and planning have become more significant. This significance arises not only in societies where English is used for daily communication but also in societies where it is used as a foreign language, such as Japan. This thesis is a study of English varieties and of Japan's English language education policy and planning. It explores the objectives, implementation, and efficacy of Japan's postwar English related language policies from the viewpoint of English varieties. This study analyses and provides an interpretation to better understand Japan's English-related policy development. In Japan, although the English-related policies have been developed under Monbusho (Ministry of Education) education policy, this traditional policy making approach does not apply to the recently released policies. As a result of examining the education policies and their development process, it was found that, in general policymaking, English has become a more substantial concern in terms of strengthening a human resource, in addition to the traditional concern for English as a school subject. Thus, Japan's education policy and the comprehensive language policy released after 2000 have amplified and reinforced English's importance. The policy examinations performed in this thesis also question the connection between the policy and its implementation. Comparing the English varieties aimed at in the policy with those actually being offered in related-plans revealed an inconsistency between them. This inconsistency highlights a problem in the efficacy of the policy implementation. This thesis also examines the actual linguistic and attitudinal impact on the learners. Although other studies have pointed out that American English is the dominant variety learned in Japan, such studies do not provide much detail, such as in which linguistic component or how strongly this tendency appears. In this study, a survey revealed that the learners who studied English under the 1989 Course of Study (national guidelines) showed strong familiarity with the American English in accent recognition, spelling, and grammar, but not in vocabulary and stylistics. In addition, the survey showed that the most positive attitudes were toward British English, and a significant attitudinal gap was found between Englishes in the so called Inner Circle (i.e. the US, the UK, and Australia) and those in the Outer Circle (i.e. South Africa, India, and Singapore). The findings from the learners' survey and the policy examination show that the policies are not always implemented effectively. This study suggests possible solutions that can be applied to improve formal English education in Japan, and to teach English better as a global/inguafranca.