This paper aims to identify the difficulties that Japanese beginner learners of English are likely to face when realising English intonation. For this purpose, it analysed the recordings of 34 junior high school students’ reading aloud and examined their intonation from the perspective of Tonality, Tonicity and Tone. The result showed that they had a tendency to accent the last word of a sentence, whether it is the word that should be focused or not. Furthermore, their change in the falling pitch often stopped halfway through before reaching the bottom of the tone. Drawing on the results, pedagogical implications are suggested as a conclusion.
NEGO Yuichiro (Sun,) studied this question.
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