Many Japanese people have been led to believe that their language is "flat" and that no accent is used. As a result, the belief is often transfered to second-language learners of Japanese, and they struggle to accommodate the notion by learning to speak without understanding accent. All the accent work has to be done subconsciously.

This idea is obviously incorrect, but it is an easy answer for people who do not want to address the issue.

The basic idea proposed here is that two different pitch levels are used and that syllables stay at a pitch level until initiation or termination of an accent triggers a move to the other pitch.

In this view most words start with a low syllable, become accented on the second syllable, and the higher pitch continues to the end of the word. There are some slight variations for words that fit a similar but slightly different pattern.

This description does not hold up under data evaluation. There is clearly much more variation in the stress given to various syllables within a word, and pitch levels cannot be identified. Voice waveforms show definite drop to the ultima for words that this system claims end with high pitch. In addition, it is a method that cannot be practically implemented.

This idea applies primarily to kun-reading homonyms, of which the most famous example is hashi, hashi, hashi (bridge, chopsticks, edge). The claim is that each word has a distinct accent that differs from the others. In many cases, the following particle is a factor in determining how the accent of the homonyms differ.

It is a complete fabrication. All of these homonyms are pronounced identically. Context is the determining factor for which word is meant in a sentence. It would be extremely rare for these homonyms to appear with each other in a conversational context, such as, "I always use chopsticks at the edge of the bridge."

There are, however, many people who are fundamentally passionate about this. Rather than argue, it may better to move on to other subjects.

This bears some similarity to the 2-pitch system mentioned above, but this is more complex. In this proposal, entire phrases follow pitch patterns until words with accents are reached to change the pitch.

While the brain is an amazing thing and can accomplish much without a person's conscious effort, this is asking too much. Consciously or subconsciously, native speaker or second-language learner, this type of system is unworkable.

A few people claim that accent is not an important subject and that a person can learn to speak Japanese properly without considering accent. This is very similar to the indifference shown by people who insist that Japanese is a flat language.

It can, however, be noted that any native speaker learns primarily by mimicking the sounds that it hears while growing up. Through hundreds of thousands of interactions, the person gains a full understanding of proper speaking without ever having formally studied accent. This does not mean that accent does not exist; it only means that thousands of interactions provide effective reinforcement of this language feature. The second-language learner hopes to gain some facility with the language in an expeditious manner, and this effort will make better progress if accent is properly understood.

A second-language learner may at times be told that focus on accent is fruitless and the best method for learning proper pronunciation is to listen carefully to the spoken language.

At the very beginning of study, it may be better for the learner to interact with the language on any level that provides encouragement. Copying the pronunciation of the teacher is an effective way to gain some vocabulary and become more interested in Japanese. However, to advance to greater levels of ability, the student should eventually understand accent patterns so that he or she can consult a dictionary and be confident about pronunciation of the words found there.

The study of accent is a tool for more expeditious learning of Japanese.

Many schools insist that native Japanese instructors lead classes regarding pronunciation. Some schools who employ a non-native teacher will hire an extra instructor so that a native provides listening practice.

By extension this means that the students cannot learn Japanese. If the American (or other non-native instructor) can never acquire sufficient ability to speak the language properly, how can the students ever hope to reach that level?

A non-native instructor who has sufficient confidence and receives ample reenforcement will be able to pass that speaking ability to students.

This, by the way, does not imply that native Japanese instructors cannot be good teachers. Of course they can. But non-native teachers can also be effective instructors of spoken Japanese.

The following is often said about learning any language: you have to start young. Try telling that to the millions of adults around the world learning English as a second language.

While young learners are biologically wired to pick up language as part of the maturing process, it is not impossible for an adult to learn to speak another language properly. It just takes determination and practice.

No student should be discouraged in his or her efforts to learn Japanese. Inaccurate and confusing information is sometimes as damaging as deliberate attempts to deter learning.

A learner can choose to use the accent description system that helps him or her most effectively. A system that is not helping the student learn should be reconsidered and another method sought.

See Accent Background for additional information.

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