Journal articles on the topic 'English language pronunciation'
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1
Akbar Khansir, Ali, and Afsaneh Salehabadi. "Study of Consonant Pronunciations Errors Committed by EFL Learners." English Literature and Language Review, no. 55 (May 15, 2019): 48–56. http://dx.doi.org/10.32861/ellr.55.48.56.
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As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.
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Sari, Suci Permata, Yuli Herman, and Risza Dwiputri. "STUDENTS’ ERRORS IN ENGLISH VOWEL PRONUNCIATION." ELP (Journal of English Language Pedagogy) 8, no. 1 (January 7, 2023): 138–50. http://dx.doi.org/10.36665/elp.v8i1.676.
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This research aimed to describe students’ error in English vowel pronunciation and the factors caused these errors at fourth semester students in English Education Department of UMMY Solok in 2021/2022 academic year. The researcher found some problems in English vowel pronunciation; students had lack of knowledge of pronunciation and understanding of English words, and students struggled as there are no similar sounds of their original language or mother tongue in English. This research was conducted by using descriptive quantitative. The sample of the research was all fourth semester students in English Education Department of UMMY Solok in 2021/2022 academic year, which consist of 14 students. The data were collected through pronunciation test and questionnaire. The results of this research showed that the level of students score in English vowel pronunciation was “very good”. However, there are five majors of students’ error. These errors occurred in the pronunciation of vowels /ɪ/, /ɒ/, /ɔ:/, /ɜ:/, and /ǝ/. Then, the factor affecting students to do errors was interlingual errors, the errors caused by the difference between pronunciations letters of students’ first language with the target language. It is hoped that this research will be useful for the lecturers, students and the next researchers.
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Yao, Yuanfei. "The Study of the Effects of Yunnan Yuxi Dialect on Received Pronunciation." Theory and Practice in Language Studies 10, no. 6 (June 1, 2020): 664. http://dx.doi.org/10.17507/tpls.1006.06.
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In A Brief Analysis of Yuxi Dialect, Fu Chang makes a detailed explanation on dialects’ features and the value of its study. In The General Received Pronunciation of British English by Fengtong Chang, the author dealt with reasons why London English became standard English, and also elaborated on consonants and vowels in British English. Up to today no one has ever made a contrast between the two languages and further diminished the interference from dialect in English pronunciation learning of the Yuxi students. This paper is designed to make a contrast between the two languages: Yuxi dialect in Zhoucheng and Received Pronunciation; as well as the differences between their consonants and vowels respectively can be achieved to rectify the pronunciations’ deviation in English learning. It is intended to improve English teaching quality of Yuxi dialect speakers and enhance the pronunciation standardization of English there.
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Ahmed, Akeel. "Bungled Pronunciation of English in Colleges of Punjab, Pakistan: A Survey Along with its Ramifications." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 1022. http://dx.doi.org/10.14419/ijet.v7i4.38.27631.
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The prime and predominant objective of this study is to investigate and analyze the botched pronunciation of English language words prevalent in public and private sector colleges of Punjab, Pakistan. We have discussed that, what are the key factors which are responsible for such botched and poor pronunciation. The paper has surfaced the bungled pronunciation got through an oral questionnaire. The paper has identified the major pitfalls embedded in English language pronunciation while pointing out why it is happening and where the problem lies. A comparative study regarding public colleges of those countries where English is secondary language viz. India, Bangladesh and Sri Lanka. Students of different subjects and teachers of different subjects having teaching experience of several level have been taken on board. Altogether 30 govt. in-service public sector college teachers and 40 teachers from private sector colleges responded to the questionnaire; and 117 students from private and public sector colleges tendered responses. The study has underpinned the English language skill of the teachers by pinpointing that what weightage pronunciations bears in English language skill.
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Al-Yami, Eman M., and Anwar A. H. Al-Athwary. "Phonological Analysis of Errors in the Consonant Cluster System Encountered by Saudi EFL Learners." Theory and Practice in Language Studies 11, no. 10 (October 1, 2021): 1237–48. http://dx.doi.org/10.17507/tpls.1110.11.
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This study investigates the pronunciation difficulty of selected English consonant clusters (CCs) encountered by Saudi EFL learners. The sample consisted of 134 female Saudi EFL students in their freshman year in the English Department at Najran University. Two instruments were used: a pronunciation test that assessed participants’ CC pronunciations in the onset and coda positions and a questionnaire that explored participants’ attitudes towards their CC pronunciations. This study provides detailed data on the participants’ pronunciation difficulties using Optimality Theory (OT). The results showed that the participants encountered CC pronunciation difficulties in both the onset and coda positions. However, most errors occurred in the coda position, especially for the four-consonant pattern (-CCCC). Participants used different strategies to simplify their CC pronunciations: epenthesis, deletion, substitution, or some combination thereof. Questionnaire data indicated that the participants attributed their pronunciation difficulties to inadequate knowledge of the pronunciation rules, insufficient language instruction, and native-language influence. The participants proffered some remedies to their difficulties, which included doing more pronunciation drills and offering a new course focused primarily on correct pronunciation. OT analysis revealed that onset clusters were mainly influenced by L1 ranking constraints whereas coda clusters were more influenced by universal Markedness constraints. OT indicated that the tendency to satisfy Markedness constraints over the Faithfulness constraints led the participants to use the above-mentioned simplification strategies.
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Talebzadeh, Hossein, and Leila Gholami. "The Relationship between English Pronunciation Self-Concept and English Learning." International Letters of Social and Humanistic Sciences 60 (September 2015): 54–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.54.
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English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu’s (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments
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Karlina, Yeni, Amin Rahman, and Raqib Chowdhury. "Designing Phonetic Alphabets for Bahasa Indonesia (PABI) for the teaching of intelligible English pronunciation in Indonesia." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 726–34. http://dx.doi.org/10.17509/ijal.v9i3.23223.
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The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the development of Phonetic Alphabets for Bahasa Indonesia (PABI). This practical instrument allows English teachers and students in Indonesia to transcribe the pronunciations of English words into phonetic transcription with locally-appropriate readability and accessibility without compromising the pronunciation intelligibility. The development of PABI started with contrastive analysis of common phonemes in the two languages, i.e., English and Bahasa Indonesia (BI). Next, we identified the English phonemes missing in Bahasa Indonesia which English learners in Indonesia have to conceptualise. We then located those English sound ‘pairs’ which seem identical to Indonesians and are thus used interchangeably in BI. A corpus of 30,000 commonly used English words was transcribed in PABI using a computer software IPA to L1PA developed by Rahman and Bhattacharya (2020). Proposals to modify the IPA to suit the BI sound system entailed the adjustments in the consonant phonemes, vowel phonemes, and cluster sounds. These adjustments are expected to improve the readability and accessibility of the conventional IPA in facilitating the teaching and learning of intelligible English pronunciation in Indonesia. Practical uses of the PABI guidelines are drawn to improve its utility. Implications for the development of context sensitive and locally-appropriate pronunciation teaching and learning are drawn based on the findings.
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Arsanto, Albertus Yordhana, Adityo Prawinanto, and Barli Bram. "Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University." Vision: Journal for Language and Foreign Language Learning 8, no. 2 (November 25, 2019): 118. http://dx.doi.org/10.21580/vjv8i23816.
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<p>This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.</p>
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MARCHAND, YANNICK, and ROBERT I. DAMPER. "Can syllabification improve pronunciation by analogy of English?" Natural Language Engineering 13, no. 1 (January 10, 2006): 1–24. http://dx.doi.org/10.1017/s1351324905004043.
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In spite of difficulty in defining the syllable unequivocally, and controversy over its role in theories of spoken and written language processing, the syllable is a potentially useful unit in several practical tasks which arise in computational linguistics and speech technology. For instance, syllable structure might embody valuable information for building word models in automatic speech recognition, and concatenative speech synthesis might use syllables or demisyllables as basic units. In this paper, we first present an algorithm for determining syllable boundaries in the orthographic form of unknown words that works by analogical reasoning from a database or corpus of known syllabifications. We call this syllabification by analogy (SbA). It is similarly motivated to our existing pronunciation by analogy (PbA) which predicts pronunciations for unknown words (specified by their spellings) by inference from a dictionary of known word spellings and corresponding pronunciations. We show that including perfect (according to the corpus) syllable boundary information in the orthographic input can dramatically improve the performance of pronunciation by analogy of English words, but such information would not be available to a practical system. So we next investigate combining automatically-inferred syllabification and pronunciation in two different ways: the series model in which syllabification is followed sequentially by pronunciation generation; and the parallel model in which syllabification and pronunciation are simultaneously inferred. Unfortunately, neither improves performance over PbA without syllabification. Possible reasons for this failure are explored via an analysis of syllabification and pronunciation errors.
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Faisal, Farukh. "Investigating the Problems of Letters-Based Pronunciation." Sprin Journal of Arts, Humanities and Social Sciences 2, no. 11 (November 1, 2023): 13–19. http://dx.doi.org/10.55559/sjahss.v2i11.179.
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Letters (alphabet) are important elements of writing and pronunciation in many languages around the world. In the English language, letters are useful only for writing, but in pronunciation, they're more problematic. There are a lot of exceptions in English spelling. The letters and their pronunciations are not fixed and do not match. This confuses foreign learners and speakers of the English language when they pronounce words based on letters. The data for this article was collected after reading and analyzing updated books and articles from reliable sources like libraries and internet sites. It is noteworthy that a descriptive-analytical method is used in this research. Since there is no research with the same title and subject, it can be interesting and useful work for those who want to study in this field. The current article discusses the problems that arise from letter-based pronunciation by considering the consequences between letters and sounds, some exceptions in letters or spelling, and inflectional morphemes.
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Lutfiani, Dewi. "Using Tongue Twister to Improve Students’ Pronunciation." ELLITE: Journal of English Language, Literature, and Teaching 2, no. 2 (December 12, 2017): 110–15. http://dx.doi.org/10.32528/ellite.v2i2.1511.
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peaking skill comprises five components; pronunciation, vocabulary, grammar,fluency and accuracy, which are very essential in delivering messages orinformation clearly. As one of the five components of speaking, pronunciationis an essential component in oral communication and a basic ability of speakingEnglish. Since English is a foreign language, correct pronunciation becomesa crucial matter to avoid misunderstanding between a speaker and a listener.Therefore, teaching pronunciation to EFL students is very essential, and it is notan easy task for English teachers. The main reason is that English pronunciationis difficult for most foreign language learners since what is written is differentfrom what is spoken. Regarding the difficulty of the students, teachers shouldbe creative to select a technique of teaching pronunciation. One techniquethat is suitable for teaching pronunciation is tongue twister. This techniquewas applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the2015/2016 academic year. The results of the classroom action research whichwas done in two cycles showed 77.14% students got score ≥75 and 77.13% ofthe students were active in teaching learning process. The results had met thecriteria of success of the research.
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Tran, Du Thanh. "Common English pronunciation problems among Vietnamese learners: A case of non-English majors." Multidisciplinary Reviews 7, no. 9 (June 26, 2024): 2024224. http://dx.doi.org/10.31893/multirev.2024227.
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This comprehensive study delves into the intricate landscape of English pronunciation challenges faced by 150 non-English major students during their first year at Thu Dau Mot University, Vietnam, while also incorporating the perspectives of 15 experienced English instructors. Employing a mixed-methods approach involving both qualitative interviews and quantitative questionnaires, the research reveals multifaceted insights into the issues plaguing learners’ pronunciation abilities. The findings highlight that 59% of students perceive pronunciation as “very important”, emphasizing its critical role in effective communication. Analysis of the most problematic aspects of pronunciation reveals that word stress, intonation, and troublesome consonant and vowel sounds are key stumbling blocks. To address these challenges, the study recommends several strategies. Integrating technology, such as language learning software and online resources, emerges as a promising solution, with 77% of instructors utilizing various techniques to improve pronunciation during teaching. Incorporating engaging activities like games and music can make pronunciation practice enjoyable and effective, reducing anxiety and enhancing confidence. The study also advocates accepting diverse accents, reflecting the global nature of English. Implicit corrective feedback, comparison of English sounds with those in students’ native languages, and a focus on meaningful communication activities are recommended techniques to foster pronunciation improvement. This research enriches the discourse on English language teaching and learning by shedding light on the centrality of pronunciation. By offering practical recommendations based on empirical data, it empowers educators and students alike to enhance their pronunciation skills, ultimately advancing overall language proficiency and effective communication.
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Madjid, Merla. "English Speaking Varieties of English Instructors at Some English Courses in Makassar (A Case Study)." Athena: Journal of Social, Culture and Society 1, no. 3 (May 19, 2023): 108–15. http://dx.doi.org/10.58905/athena.v1i3.79.
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Regional languages affect the way a person speaks English, for example in the aspect of pronunciation, especially for English teachers. This refers to the speaker seeing the difference between sound and speech. Buginese and Makassarese are tribes with strong accents. Therefore, this study aims to identify what things appear when speaking English from the influence of the Buginese language in an English course in Makassar City. This research adopts a qualitative case study. Data analysis was collected based on four phases, namely sample data collection, data presentation, data verification and data processing. This shows that teachers are usually influenced by regional languages when speaking English and in daily conversation. Qualitative research is to understand the meaning of the individual and the group environment.The results of the study show that the errors that often occur are the omission of elements in language such as grammar, conjunctions, etc. English teachers must know that their first language can affect their pronunciation when speaking English, and they must get used to getting used to good English pronunciation.
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Lok Raj Sharma. "Significance of Teaching the Pronunciation of Segmental and Suprasegmental Features of English." Interdisciplinary Research in Education 6, no. 2 (December 31, 2021): 63–78. http://dx.doi.org/10.3126/ire.v6i2.43539.
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Pronunciation is an essential and rudimentary facet of language involved in an oral communication. This article attempts to highlight the significance of teaching the pronunciationof segmental and suprasegmental features of English. The segmental features involve consonant and vowel sounds or phonemes, whereas the suprasegmental features include stress, rhythm, intonation, pitch, length etc. The central function of a language is for communication through speech. The speech is sequences of the pronunciation of segmental as well as suprasegmental features. At least, legible pronunciation is essential for anunderstandable communication. Legible pronunciation of any one of Standard British English (SBE), Scottish Standard English and General American English (GAE) is indispensable for the proper and effective oral communication in the global context. Standard British English (SBE) is normally used in context of teaching English to the students in Nepal. It is a difficult task to teach the standard pronunciation to the students whose native tongue is not English, but teaching pronunciation can improve their ways of speaking to some extent. There is not always one-to-one corresponding correlation between spellings and their sounds in words. A spelling may retain different sounds in different phonetic environment. The article writer has pinpointed some instances where the wrong pronunciation of a speaker can lead to a misleading communication. To avoid the wrong or unintelligible pronunciation, it is necessary to teach the intelligible or standard pronunciation of English to our students.
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Ghounane, Nadia, and Hanane Rabahi. "The Use of Computer Assisted Pronunciation Training in Teaching English Pronunciation for First-Year EFL Students at Saida University." International Journal of Applied Linguistics and English Literature 10, no. 6 (November 30, 2021): 76. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.6p.76.
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The present research work investigates the use of Computer Assisted Pronunciation Training in teaching English pronunciation for first-year EFL students at the department of English language and literature, Saida University, Algeria. It also aims to provide a cursory account of the vital place of Information and Communication Technology in developing the linguistic skills of English foreign language learners in particular and the learning process in Algerian universities in general. The topic is an original contribution in the Algerian context since there is a scarcity of studies related to the teaching of English pronunciation through the use of ICT tools. The researchers relied on “Pronunciation Coach Software,” which focuses on developing the learner’s correct pronunciation of English sounds, including consonants and diphthongs, through an experiment with two groups of students. The investigation took six months. To evaluate students’ oral production, the researchers conducted a Pretest and a Posttest. The test proved that students’ negative attitudes towards learning English pronunciation changed after integrating the Pronunciation Coach. The results also revealed that there is an improvement in pronouncing certain sounds mainly, /S,tS/, dZ, Z/ and /T, D/ and, some vowels, including /Q, ℘/, /U,, /↔U, aU/ and /eI, aI/. The findings further demonstrated that students became more aware of the main differences between English and Arabic pronunciations in terms of place and manner of articulation of sounds.
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Seom, Sokphal. "Factors Influencing English Pronunciation Learning and Suggestions for Pronunciation Teaching." Cambodian Journal of Educational Research 1, no. 1 (September 2021): 31–41. http://dx.doi.org/10.62037/cjer.2021.01.01.06.
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English is regarded as an international or global language for communication and is used in many areas such as military, politics, education, business, diplomacy and science (Crystal, 2001; Heng, 2017; Igawa, 2008; Qi, 2016). Being able to communicate in English is advantageous as it is a passport for communication across languages and cultures. English was officially introduced into Cambodia’s education system by the Ministry of Education, Youth, and Sports (MoEYS) in 1993; however, many Cambodian teachers and students are still unable to use English appropriately and accurately (Mao, 2013).
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Ghafar, Zanyar Nathir, Doina Popescu, and Mustafa Kurt. "The Pronunciation Problems among Kurdish Learners of English." European Journal of Theoretical and Applied Sciences 1, no. 1 (February 28, 2023): 29–39. http://dx.doi.org/10.59324/ejtas.2023.1(1).04.
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The goal of this study was to examine the pronunciation issues of different speakers of English and especially Kurdish speakers, and various perspectives on native vs foreign pronunciations. The research showed that Kurdish speakers had difficulties pronouncing several English vowels and some English consonants. The research results demonstrate that Kurdish English speakers understand the value of pronunciation compared to native and non-native English speakers. Kurdish speakers may hesitate to speak in a manner that seems natural to a native speaker, and their last consonants in words are almost always unaspirated and unvoiced. Given that Kurdish learners of English have difficulty pronouncing some English words, some suggested solutions include providing pronunciation instruction classes to language instructors, having educators speak in English, and giving students examples of native tongue sounds compared and contrasted with the target language sounds. With minimal exposure to cooperation with native speakers and variations in L1's phonological organization compared to English, the difficulty posed by pronunciation is evident. All the updated studies clearly show that these issues affect English speakers in general and rely less and less on their original tongue.
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Xu, Yushu. "English Speech Recognition and Evaluation of Pronunciation Quality Using Deep Learning." Mobile Information Systems 2022 (April 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/7186375.
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English is now one of the most important languages for economic exchange in various countries around the world, and it is also the most widely used language for cultural and information exchange. Like other countries, China likewise attaches highest significance to English learning, and people’s demand for applied learning is also increasing rapidly these days. However, there are significant differences between Chinese pronunciation and English pronunciation, and China lacks an English environment while teaching English language. Furthermore, the traditional education is limited by the place and time of classes, due to which it cannot meet people’s needs for learning English. With the fast progress of computer knowledge, the emergence of deep learning technology can better identify English pronunciation and evaluate the quality of English pronunciation. Additionally, deep learning can provide learners with precise, objective, and rapid pronunciation information. It can also assist learners in determining the differences between their pronunciation and conventional pronunciation through frequent listening and comparison, as well as correcting their pronunciation faults and increasing language learning efficacy. This study looks into the difficulty of using deep learning to evaluate the quality of English speech recognition and pronunciation. To evaluate English pronunciation quality, this paper selects intonation, speed, and rhythm, as the distinguishing indicators. The comparison between the results of manual evaluation and our evaluation clearly shows that English speech recognition and pronunciation quality model using deep learning established in this paper has much higher reliability. Among the 240 samples tested, only 32 samples differ by one grade, and the rest are similar.
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Mandra, Emina. "French words in the english language." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 4 (December 15, 2006): 199–216. http://dx.doi.org/10.51728/issn.2637-1480.2006.199.
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In this article the author describes the influence of the French language on the English language and the influx of French words through the centuries. The author further classifies the French loanwords according to the different branches of social activities. Some words are explained in more detail in order to show their relation to the original French words. The author also compares the pronunciaton of some of the words to show the changes. In the conclusion some of the reasons for the triumph of the English language are given. Key words: conquest, influence, loanwords, origin, pronunciation
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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (April 2, 2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.
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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and German ( n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and beliefs. Similar to ESL/EFL contexts, the results indicated that instructors believe it is important to incorporate pronunciation in class and that it is possible to improve pronunciation. However, the findings also indicated that instructors have goals which simultaneously prioritize intelligibility and accent reduction. Implications include the need for research on which pronunciation features influence intelligibility in languages other than English and for materials designed to target these features.
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Beatrice, Manyasi N. "Pronunciation Pedagogy and Intelligibility Issues in Language Acquisition." International Journal of English Language Teaching 7, no. 1 (January 11, 2020): 24. http://dx.doi.org/10.5430/ijelt.v7n1p24.
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Language teachers’ knowledge of pronunciation pedagogy affects their classroom practice. The study sought to find out language approaches used to teach pronunciation and to establish how teachers’ mastery of pronunciation facilitate the acquisition of sounds by learners. The findings revealed that teachers of English had challenges when teaching pronunciation hindering mastery of English sounds by learners. Some of their pronunciation was not comprehensible distorting meaning. They used imitation, phonetic transcriptions, minimal pair drills and sentence drills to teach pronunciation. It was established that some of them had pronunciation difficulties affecting the intelligibility or comprehensibility of what they were communicating about. Learners do not have to achieve native like pronunciation but they should surpass the threshold level to ensure that their pronunciation does not distort the meaning of what they communicate. When a teacher who is meant to be a role model and source of input for learners uses incomprehensible pronunciation distorting meaning, it is a significant setback to English Language Teaching (ELT). There is need to reassess policies concerning who should be trained to teach English as a Second Language.
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M. Swapna. "Teaching English Phonetics and Pronunciation to ESL Students and Non-English Speaking Residents." Recent Research Reviews Journal 2, no. 1 (June 2023): 122–34. http://dx.doi.org/10.36548/rrrj.2023.1.10.
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Pronunciation teaching is evolving as a result of an emerging trend in foreign language teaching to promote communicative and holistic approaches. Specifically, for the students coming from different cultural and linguistic backgrounds with a different life experience, pronunciation methodology and phonology have been recently adopted to improve the English pronunciation. This research study highlights the significance of English Pronunciation for English as a Second Language (ESL) students in India. This study also highlights the potential of teaching native English pronunciation and importance of English phonetics and phonology by finding out the factors that generally affects the pronunciation of ESL students with different mother tongues. In this research, a sample experiment has been conducted on school students. The student sample information is obtained via Selective Sampling Technique. From the resultant observations, this study suggests different communicative approaches, which are suitable for the ESL learners to enhance their English language pronunciation
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Zhang, Lanqing. "Common Problems in English Pronunciation Among Chinese Learners and Teaching Implications." Journal of Contemporary Educational Research 5, no. 5 (May 28, 2021): 33–38. http://dx.doi.org/10.26689/jcer.v5i5.2123.
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In the process of learning any languages, pronunciation is an important part of language acquisition because pronunciation may influence a listener’s comprehension of one’s expression. An example is the classical mistake of pronouncing “sink” and “think.” Because Germans cannot pronounce /s/, the rescue worker cannot understand why a man who is “thinking” needs help. In China, English learners are also facing the problems of pronunciation. Gimson, a famous professor of linguistics in Britain, pointed out that when learning a language, one should understand 50%-90% of its grammar and 1% of its vocabulary, but it is necessary to fully master the pronunciation, thus highlighting the importance of pronunciation.[1] However, pronunciation is a difficult part of a second language acquisition. This article analyzes the problems of pronunciation and discuss some methods on how to resolve them.
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Gómez Lacabex, Esther, and Hanne Roothooft. "Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students." Research in Language 21, no. 4 (December 28, 2023): 333–56. http://dx.doi.org/10.18778/1731-7533.21.4.01.
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The present study explored pronunciation views, learning actions and anxiety in two differentiated English learner groups: one group which was studying English in an engineering degree and another group enrolled in an English major degree. The results from a questionnaire and focus group sessions revealed that the groups share some views such as a wish to improve their English pronunciation and adherence to native pronunciation references as well as pronunciation learning actions such as watching series or talking to native speakers. However, we also observed significant differences between the groups as the English major students tended to view pronunciation learning as a discipline, while the engineering students saw it as a communicative skill. The English majors also exhibited more pronunciation anxiety, specifically fear of ridicule and worry of making mistakes. They also revealed more anxiety-related themes in the focus group discussions such as worry about their pronunciation, pronunciation shame or unease because they do not know how to pronounce a word or cannot understand. Finally, the English major group was also more demanding of lecturers’ accurate pronunciation. These results suggest that differences regarding English pronunciation anxiety between different learner profiles may need to be considered during their English language learning progress.
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Gilakjani, Abbas Pourhossein. "English Pronunciation Instruction: Views and Recommendations." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1249. http://dx.doi.org/10.17507/jltr.0806.30.
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Despite decades of advocacy for greater attention, research into pronunciation instruction in English language teaching continues to be restricted. This article provides a comprehensive review of some important issues of English pronunciation instruction. The purposes of this review are (a) to explain different views of pronunciation instruction, (b) to elaborate the role of pronunciation in language teaching methods, (c) to discuss native-like pronunciation, and (d) to mention some recommendations for the better teaching of English pronunciation. The review of the literature of this paper indicated that the objective of pronunciation instruction is not to gain native-like pronunciation and speak exactly like native speakers of English. Instead understandable pronunciation should be the ultimate aim of oral communication.
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Hirvela, Alan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." Modern Language Journal 78, no. 3 (1994): 393. http://dx.doi.org/10.2307/330126.
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Riney, Timothy, and Alan Cruttenden. "Gimson's Pronunciation of English." Modern Language Journal 80, no. 1 (1996): 113. http://dx.doi.org/10.2307/329078.
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Moedjito, Moedjito, and ITO Harumi. "PERCEPTIONS OF THE SERIOUSNESS OF MISPRONUNCIATIONS OF ENGLISH SPEECH SOUNDS." TEFLIN Journal - A publication on the teaching and learning of English 19, no. 1 (August 29, 2015): 70. http://dx.doi.org/10.15639/teflinjournal.v19i1/70-92.
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The present study attempts to investigate Indonesian EFL teachers' and native English speakers' perceptions of mispronunciations of English sounds by Indonesian EFL learners. For this purpose, a paper-form questionnaire consisting of 32 target mispronunciations was distributed to Indonesian secondary school teachers of English and also to native English speakers. An analysis of the respondents' perceptions has discovered that 14 out of the 32 target mispronunciations are pedagogically significant in pronunciation instruction. A further analysis of the reasons for these major mispronunciations has reconfirmed the prevalence of interference of learners native language in their English pronunciation as a major cause of mispronunciations. It has also revealed Indonesian EFL teachers' tendency to overestimate the seriousness of their learners' pronunciations. Based on these findings, the study makes suggestions for better English pronunciation teaching in Indonesia or other EFL countries.
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Chowdhury, Raqib. "CONTESTING LINGUISTIC IDENTITIES AND THE PERSISTENCE OF STANDARDISED PRONUNCIATION." VNU Journal of Foreign Studies 40, no. 1 (February 29, 2024): 11–25. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5199.
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Despite a global paradigm shift towards multilingualism and EIL (English as an International Language) in English language education, a stubborn adherence to so-called ‘standardised’ forms of foreign languages persists in non-English language speaking countries. Language teachers, learners and their parents, as much as policy makers and curriculum designers, insist on the adoption of ‘standard’ varieties of English as normative and unquestioned. These expectations are natural, given language users’ awareness of the cultural capital that these standardised forms of pronunciations can afford to them. This paper discusses how formal education, often through the hidden curriculum, reinforces the pressure to conform to standardised pronunciation and how this can negatively implicate language learners’ identities. One may question why a Vietnamese speaker would want to have a distinct ‘American’ or ‘British’ accent when they speak, and what real privileges these bring to them. One may also question why a Vietnamese accent in English, a distinct identity marker, can be deemed to represent less prestigious capital, and whether this may disadvantage them in certain contexts. In discussing the cognitive and cultural benefits of multilingual and culturally responsive instruction, the paper argues that as language educators we need to make our learners aware of their linguistic identities and how intelligible but non-standardised accents of foreign languages can and should be legitimate markers of one’s identity.
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Mohd Noor, Noorfaizalfarid, Latisha Asmaak Shafie, and Nuralya Maisarah Kamarulzaman. "Heutagogical Approach in Online English Pronunciation Learning: Student Awareness Survey." Journal of Computing Research and Innovation 7, no. 2 (September 30, 2022): 379–93. http://dx.doi.org/10.24191/jcrinn.v7i2.333.
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English language learners have difficulties in English in pronouncing fricative consonants, voiced and voiceless TH, plosive consonants and vowel sounds. Serious speech mistakes can lead to miscommunication since poor pronunciation abilities make it difficult for other people to hear what you are saying. Additionally, students may miss their lecturers' direct explanations of proper pronunciation when taking online English lessons with inconsistent Internet access. Proper pronunciation can help students participate in conversations, form connections, and improve graduates' employability abilities. Furthermore, pronunciation skills are learnt independently at higher education institutions. Before designing a web-based tool for self-directed learning of English pronunciation, the designers must get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). This survey is a preliminary survey towards the development of a heutagogical English pronunciation application. An online questionnaire was disseminated to 424 respondents from various higher education institutions in Malaysia. Â In this survey, firstly we aimed to get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). The survey consisted of demographic data of respondents, standardized test of English language proficiency, self-evaluation of English language proficiency and English language learning experiences during COVID-19. The findings suggested that although language learners have developed their self-directed learning skills, they still need to improve these skills in learning the language using ODL. Learners consider themselves as having average English language proficiency. They were responsible for improving their pronunciation skills and needed assistant tools to improve their pronunciation skills. It is recommended that an application that uses a heutagogical approach such as Speech-to-Text and Text-to Speech need to be developed.
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Koli, Uttam Balu. "Different Letters / Groups of Different Letters in the Different Words of English Language Beginning with the Alphabets ‘R’, ‘S’, ‘T’, ‘V’, ‘W’, ‘X’, ‘Y’ and ‘Z’ having Same Pronunciation." Shanlax International Journal of English 9, no. 2 (March 1, 2021): 18–26. http://dx.doi.org/10.34293/english.v9i2.3586.
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The present research article is about the different letters / groups of different letters in the different words of English language beginning with the alphabets ‘R’, ‘S’, ‘T’, ‘V’, ‘W’, ‘X’, ‘Y’ and ‘Z’ having same pronunciation. At the outset, the importance of pronunciation in English language has been given in brief. The different letters / groups of different letters in the different words of English language beginning with the select alphabets, having same pronunciation, have been mentioned with their total numbers separately and their description with examples including words and phonetic transcriptions have been detailed. It has been concluded with the view that if one knows the particulars in the pronunciation of different letters / groups of different letters in the different words of English language having same pronunciation, he / she will find the mastery over the pronunciation of different words in English language. It ends with references.
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Morley, Joan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." TESOL Quarterly 27, no. 4 (1993): 759. http://dx.doi.org/10.2307/3587415.
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Utami, Anggitha Juliya. "Potential Limitations and Effective Integration of Mobile Pronunciation Tools for English Language Learners." Journal of English as a Foreign Language Education (JEFLE) 4, no. 2 (March 5, 2024): 81. http://dx.doi.org/10.26418/jefle.v4i2.74896.
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Mobile pronunciation tools are a new way to acquire pronunciation skills through a combination of internet resources and mobile applications for English language learners (Abarquez, 2021). As English continues to be a widely spoken language worldwide, language learners are looking for new and innovative ways to improve their pronunciation skills. This article has reviewed studies on the potential limitations and effective integration of mobile pronunciation tools for English language learners. This review aims to explore and discuss the potential constraints and challenges of using mobile pronunciation tools for English language learning. Additionally, it examined how these tools can be effectively integrated into classroom instruction and self-directed learning. The articles for this review were discovered by using internet search engines such as Google Scholar, Scopus, and Research Gate, in the topic area of the potential limitations and integration of mobile pronunciation tools for English language learners. The retrieved data was carefully investigated using inclusion and exclusion criteria. The topic investigation involved collecting data from ten journals article, which were then analyzed by creating a grid table. The resulting table is used to analyze patterns, similarities, and differences that can help conclude. The results of the analysis show that although mobile pronunciation tools have the potential for helping English language learners improve their pronunciation, they also have some limitations that need to be addressed. For future research, especially for those who are interested in integrating mobile pronunciation tools as the topic of the study, this paper can be a good lesson for the next study.Keywords: Mobile pronunciation tools, English language learners, classroom instruction, self-directed learning
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Yang, Chenyu, and Xiaoqiu Fu. "A Study on English Phonetic Acquisition from the Perspective of Transfer Theory." IRA International Journal of Education and Multidisciplinary Studies 18, no. 4 (October 14, 2022): 1. http://dx.doi.org/10.21013/jems.v18.n4.p1.
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English, as an international lingual Franca, has become one of the most widely-used languages in the world. Mastering English doesn't just mean getting information from all over the world; it also means communicating and expressing yourself with people from different cultural backgrounds. So far, EFL has received much attention in many counties. As an indispensable part of language acquisition, pronunciation learning should be valued at the beginning of foreign language study, for example, the kindergarten stage. This paper aims to illustrate the negative transfer of the mother tongue on English pronunciation acquisition from the segmental and suprasegmental aspects. Based on the studies and analysis, it hopes to inspire teachers to arouse awareness of the differences between English and Chinese pronunciation among learners, making students acquire native-like pronunciation actively and positively. It’s suggested that EFL learners can their pronunciation and intonation through practice.
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Baran-Łucarz, Małgorzata, and Jang Ho Lee. "Selected Determinants of Pronunciation Anxiety." International Journal of English Studies 21, no. 1 (June 29, 2021): 93–113. http://dx.doi.org/10.6018/ijes.426411.
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Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.
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Hinton, Martin. "The Bold and the Beautiful: How Aspects of Personality Affect Foreign Language Pronunciation." Research in Language 12, no. 3 (September 30, 2014): 217–32. http://dx.doi.org/10.2478/rela-2014-0003.
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This paper reports on a study into the inter-relationships amongst foreign language pronunciation, mimicry ability and a range of personality and attitudinal factors. It will begin with a brief review of studies into affective influences on pronunciation ability (Arnold 1999, Hu & Reiterer 2009) and research into the importance of mimicry talent (Jilka 2009; Piske, MacKay & Flege 2001). This will be followed by a short description of a pilot study carried out prior to the main experiment. In the main study, a group of Polish learners of English completed a number of mimicry tasks in three languages: Italian, Dutch and Chinese, as well as a narration task in English. Mimicry performance and English pronunciation were then assessed by native speakers and compared. Participants also completed a questionnaire concerning their feelings about the languages they were to mimic and a second questionnaire designed to detect affective factors such as language learning anxiety, as well as attitudes towards the pronunciation of Polish and English. The pilot study suggested that the perceived attractiveness of the foreign language to be mimicked did not affect the performance of most participants, and that mimicry skill was fairly constant across languages. However, those who were particularly concerned about their personal appearance showed greater fluctuation in their ability to mimic and their performance appeared to be influenced by their attitude towards the language. This is referred to by the author as the Cecily effect. That study also confirmed the results of my previous experimental work showing that mimicry skill is correlated to some degree with English language pronunciation and that both pronunciation and mimicry are negatively affected by high levels of anxiety. The main study sets out to investigate whether or not these conclusions hold true for a larger sample population and also seeks to determine the effect of confidence and willingness to take risks on scores for both foreign language pronunciation and mimicry exercises.
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Octaviana, Dwi Warry. "ENGLISH PRONUNCIATION ERRORS BY SUNDANESE SPEAKERS." JOURNEY (Journal of English Language and Pedagogy) 1, no. 2 (February 26, 2019): 46–52. http://dx.doi.org/10.33503/journey.v1i2.297.
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The students’ first language (Sundanese) often interferes with English pronunciation. For example, the students get difficulties to distinguish in pronouncing certain sounds of vowels such as between /e/ in ‘beg’ and /æ/ in ‘bag’, /ei/ in ‘wait’ and /e/ in ‘wet’. Sometimes, the students will be able to identify specific problem sounds and sometimes they will not. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the students’ native language does not contain. Therefore, the study was aimed at finding out the main factors that cause the students’ English pronunciation errors and identifying the types of the students’ English pronunciation errors. In acquiring the data, the research used descriptive method. The data needed are gained through a sample consisting 10 of 32 students. The sample was randomly selected. The students were given ten items of questionnaire asking for their responses in line with the causes of their English pronunciation errors. Then, the students’ English pronunciation errors were found from the analysis of the reading material that had been read by the students. In relation to the data gained, the data findings showed that the main factors that caused the students’ English pronunciation errors were coming from internal factors (lack of practice, lack of self-confidence, and lack of exposure) and from the external factors (the differences in pronunciation between the students’ first language (Sundanese) and their target language (English) and the differences between what the correct pronunciation that should be pronounced and its writing actually). After the investigation, the types of English pronunciation errors made by the students in vowels sound were: long and short vowels, diphthongs, and triphthongs. It was caused by the inability to hear certain English sounds that the students’ native language does not contain.
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Uribe-Enciso, Olga Lucía, Sol Smith Fuentes Hernandez, Karla Lizeth Vargas Pita, and Anderson Steve Rey Pabón. "Problematic Phonemes for Spanish-speakers’ Learners of English." GIST – Education and Learning Research Journal, no. 19 (December 12, 2019): 215–38. http://dx.doi.org/10.26817/16925777.701.
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When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners’ errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely causes of errors and dealing with them whether anticipating them or providing appropriate feedback on them. Besides, first language interference and age of second language acquisition have been found as complicating factors in the English pronunciation learning process. Finally, some classroom activities have been reported as successful for facilitating English pronunciation in Spanish native speakers.
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Pratiwi, Desy Riana, and Lia Maulia Indrayani. "Pronunciation Error on English Diphthongs Made by EFL Students." TEKNOSASTIK 19, no. 1 (January 28, 2021): 24. http://dx.doi.org/10.33365/ts.v19i1.486.
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This research addresses pronunciation errors of English diphthongs made by EFL students. The data were collected from pronunciation recordings of 9 post-graduate students who were studying linguistics in the second year. Three of the respondents were male and 6 female students. Studies show that different backgrounds and cultures affect sounds and sound styles as they are related to pronunciation or language styles. The purpose of this research was to analyze and describe the pronunciation errors of English diphthongs made by EFL students. Diphthong is divided into two types, namely GA (General American) and SSBE (Standard Southern British English) or commonly referred to as British accent. To collect the data, the researchers recorded students’ pronunciations using a smartphone. The data collected were then analyzed by employing qualitative and quantitative descriptive methods. The results show that 4 students used SSBE diphthong accent and 5 used GA diphthong accents. In this analysis, there were also 4 students who made pronunciation errors in pronouncing [eɪ], [ɛə], [ʊə] and [aɪ] diphthongs, 3 students had problems about [aʊ] and 2 students mispronounced [oʊ] diphthong.
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Wieling, Martijn, Jelke Bloem, Kaitlin Mignella, Mona Timmermeister, and John Nerbonne. "Measuring Foreign Accent Strength in English." Language Dynamics and Change 4, no. 2 (2014): 253–69. http://dx.doi.org/10.1163/22105832-00402001.
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With an eye toward measuring the strength of foreign accents in American English, we evaluate the suitability of a modified version of the Levenshtein distance for comparing (the phonetic transcriptions of) accented pronunciations. Although this measure has been used successfully inter alia to study the differences among dialect pronunciations, it has not been applied to studying foreign accents. Here, we use it to compare the pronunciation of non-native English speakers to native American English speech. Our results indicate that the Levenshtein distance is a valid native-likeness measurement, as it correlates strongly (r = -0.81) with the average “native-like” judgments given by more than 1000 native American English raters.
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Nesterenko, Natalia. "PRIMARY CORRECTION OF ENGLISH PRONUNCIATION IN AN ENGLISH TEACHERS' TRAINING HIGHER EDUCATIONAL INSTITUTION." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 35 (2019): 60–67. http://dx.doi.org/10.17721/2663-6530.2019.35.05.
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Due to the significant growth of the role of English in the modern world, the need to improve the pronunciation of English is becoming urgent, which has not been given enough attention to for a long time. All language lessons of the first semester of the first year of specialized education are currently devoted to grammar and conversational topics, without taking into account the need for correction of an existing pronunciation acquired in school. The article proposes some changes to the first-year program, without which the problem of correcting English pronunciation will remain unbearable. The first acquaintance with the language takes place at the phonetic level, therefore one of the main tasks for the teacher is the formation of the student's skills of correct pronunciation. The pronunciation is a kind of "business card", which is primarily paid attention to when communicating, this is the purity and correctness of speech. Without paying due attention from the start, the articulation organs get accustomed to the wrong pronunciation. Later it is problematic to correct errors and improve the pronunciation, and speaking as a whole will remain non-English. In addition, instruction in pronunciation is an obligatory element of linguistic education, since without it it is impossible to master all types of speech activity in a foreign language. In English, pronunciation plays one of the most important roles, but unfortunately the correct English pronunciation is rarely encountered even among university teachers, many of whom prefer other aspects - for example, grammar or translation. The task of mastering the correct pronunciation is so complex and multifaceted that even after learning the main issues, one cannot assume that mastering pronunciation is the goal achieved. In order to achieve success, all the training time of the first half of the first semester should be devoted only to the mastery of English sounds, with the restriction of the "Speech" mode, which at this stage does not allow speaking English until the final stage of mastering the corrected pronunciation is reached and to a score from the phonetic correction course.
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Abubakar, Bashir, Maikudi Usman, and Maryam Mukhtar Bello. "Phonological Competence and Performance of Second Language Learners: Production of ed-ending Verbs by English Students in Public Tertiary Institutions in Gombe State." International Journal of Research and Innovation in Social Science VII, no. X (2023): 1443–52. http://dx.doi.org/10.47772/ijriss.2023.701111.
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The study aims to investigate the production of English verbs ending in -ed by English students in tertiary institutions. Thus, it describes regular past tense verbs are produced by English learners from different native languages. In the process, each participant will be individually audio-recorded reading a passage with regular past tense verbs and will be given a questionnaire which contains items testing three manifestations of ‘ed’ morpheme in terms of pronunciation. Thus, the instruments to be used in data collection are closed-ended questionnaires and sound recordings of participant reading of prepared passages. The participants will be individually audio recorded using a digital audio-recorder. The participants may have demonstrated English pronunciation knowledge when responding to the questionnaire but missed the pronunciation while reading. This may be attributed to the difference between language learners’ competence and performance. Consequently, the study attempts to add to the field by investigating regular past tense verb productions by English learners from different first language backgrounds. Thus, it may have pedagogical suggestions for teaching pronunciation particularly that of verbs ending with –ed so teachers and authors of pronunciation manuals should take into account the target-like voicing assimilation processes as well as possible syllable simplification strategies manifesting in second language learners’ production of the target language.
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Fitria, Tira Nur. "Using Phonetic Transcription App as Media of Teaching Phonetics in English Pronunciation Skill." Education of English as A Foreign Language 6, no. 1 (June 18, 2023): 57–70. http://dx.doi.org/10.21776/ub.educafl.2023.006.01.04.
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This research stimulates the use of toSpeech phonetic transcription app as media for teaching phonetics in English pronunciation. This research is descriptive qualitative. The analysis shows that in using toPhonetic app, we as teachers or lecturers can click the website https://tophonetics.com/. The apps show 1) several languages available. 2) a column box for pasting English text, 3) an option of English accents both British and American with several choices of a male or female voice. 3) an option to show the phonetic transcription including transcription only, transcription slide by side with English text, and transcription line by line with English. 4) an option to set the pronunciation speed. In using toPhonetic app, we as teachers or lecturers can choose the English language to teach pronunciation. We paste English text into the available column box and choose from a male or female voice and an English accent both British and American. We also can set the pronunciation speed. If we click the sound of pronunciation, the chosen voice and accent will pronounce each word and shows the phonetic transcription in British and American accent. We can play the sound and ask the students to be concerned with the phonetic transcription and imitate the sound with an American accent. Given the limited time available for English class, pronunciation is sometimes the most disregarded part of language learning. However, when the pronunciation of the learner is expected to be good or native-like, as is the case when a language teacher or lecturer is involved, opportunities for students to do self-study inside and outside of class should be considered, of them is utilizing toSpeech as an app for their learning English pronunciation.
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Szyszka, Magdalena. "Good English Pronunciation Users and Their Pronunciation Learning Strategies." Research in Language 13, no. 1 (March 30, 2015): 93–106. http://dx.doi.org/10.1515/rela-2015-0017.
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The study investigates pronunciation learning strategies (PLS) deployed by those with good English pronunciation, as well as their beliefs concerning the variables that affect pronunciation competence. In order to collect data for analysis this study surveyed 61 participants who had learned English as a foreign language. They comprised 28 higher education teachers and scholars specialising in English phonetics and phonology, who were defined as good pronunciation users (GPU), and 33 EFL teacher training students, viewed as average pronunciation learners (APL). This cohort responded to a survey on pronunciation learning strategies and expressed their views on several aspects affecting the L2 pronunciation learning process. These aspects were: age of the first contact with L2 (age of onset), motivation, exposure to the target language, the teacher’s pronunciation model, and learning strategies. The study used both open- and close-ended question formats to collect data from both GPU and APL. The analyses of the data helped to create a tentative profile of a successful L2 pronunciation learner.
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Rasuli, Mohammad Hassan, and Fida Mohammad Makhdoomzada. "Investigating the effective strategies for teaching pronunciation." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 4 (2023): 286–91. http://dx.doi.org/10.54660/.ijmrge.2023.4.4.286-291.
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Teaching English pronunciation strategies is very important and valuable in the English language, which in our country doesn’t have any proper strategies for teaching English pronunciation to English students because of these reasons most of the students have difficulties in learning English pronunciation. And using this strategy can solve the students’ problems. It also makes it easier for the language teachers to teach English pronunciation in a successful and reasonable matter. According to Mortimer (1997), English pronunciation strategies are very important and valuable in English language. Therefore, the tittle of my research is about investigating the effective strategies for teaching pronunciation at English Department of Sarepol University. Quantitative research method is used in this research. The populations of sample of this research consist of 100 students from different class of English Department of Sarepol University. In this study 50% the research population is male and 50% of them were female. The result obtained in this research by the questioner as a survey is as follow, which are the answer to the research questions. At the end of this research some recommendations and suggestions were inserted by the students as well as by researchers to the English Department of Sarepol University. Teaching English pronunciation included the teaching curriculum of the English Department. Finally, it’s suggested that effective strategies for teaching English Pronunciation must be include in the curriculum of English Department of Education Faculty to facilitate the students’ problems in the field of English pronunciation.
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Aksakallı, Canan. "EMI Academics’ Cognitions and Actual Practices of Correct Pronunciation." Shanlax International Journal of Education 10, no. 4 (September 1, 2022): 10–22. http://dx.doi.org/10.34293/education.v10i4.5164.
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The purpose of this study is to investigate EMI academics’ cognitions and practices regarding pronunciation of English as a foreign language in EMI classrooms. The study was conducted using a qualitative research design and a semi-structured interview format. The participants of the study were university instructors, associate professors, and professors from different departments including Faculties of Medicine and Nursing, Departments of English Language Teaching, English Language and Literature, and Translation and Interpreting Studies. The qualitative data were collected through interviewing the participants. The results revealed that EMI academics generally had positive attitudes toward correct pronunciation in EMI classrooms. They reported that proper pronunciation could lead to a better understanding of content and improvement in general language skills, particularly pronunciation proficiency. Based on the findings of this study, it can be concluded that EMI can be considered an efficient means of improving students’ English pronunciation and content learning since teaching content through English provides the students with more exposure to the language and more opportunity to practice English pronunciation.
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Ali Khan, Tania. "A Descriptive Study: Factors Affecting the Pronunciation of English Language (L2)." Journal of Communication and Cultural Trends 1, no. 2 (September 30, 2020): 1–16. http://dx.doi.org/10.32350/jcct.12.01.
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Acquiring correct second language pronunciation is an indispensable part of the language learning process. It plays a substantial role in enhancing the communicative competence and performance of second language learners. The learning of pronunciation is a very sensitive and complicated aspect of the English language classroom. However, all English language learners are not equally good in learning pronunciation. The aim of this research is to explore the factors which affect the pronunciation of English language learners. Theories, empirical evidence, and personal observations are discussed in this study which classifies the factors affecting pronunciation into two types, that is, inner and outer factors. Inner factors include age, brain, aptitude, types of learners and goals. Outer factors include first language interference, motivation, types of teachers and teaching methodologies, classroom environment, and institutional variables. This research is significant because it highlights the importance of acquiring pronunciation of the second language. Moreover, it provides an insight to language teachers and learners which allows them to critically understand the factors which affect the pronunciation of English as a second language as well as to reflect on their own learning and teaching methodologies. This research is qualitative and descriptive in nature. To support the arguments presented in this research, the researcher sought help form primary source books, personal observations and empirical studies, as well as secondary source research articles, journals and reviews. In conclusion, this study also gives some suggestions to teach pronunciation in the English language classroom.
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Adityarini, Hepy. "ENGLISH AS AN INTERNATIONAL LANGUAGE (EIL) AND IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING." Kajian Linguistik dan Sastra 19, no. 2 (March 25, 2015): 103–11. http://dx.doi.org/10.23917/kls.v19i2.4415.
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The nature of English as an International Language (EIL) has significant implicationsin the area of English Language Teaching (ELT). The current essay willreview the implications of EIL in three different areas: research on attitudes towardsvarieties of English, research on methods of improving non-native speakers’intelligibility, English teaching curriculum and materials for teaching pronunciation.Despite the debate of appropriateness of native speakers’ accent as modelsfor teaching pronunciation, the findings from most of the research on attitudestowards varieties of English suggest the students’ preferences towards native speakers’accent. In the mean time, the research on methods of improving non-nativespeakers’ intelligibility indicate the necessity of giving more emphasis on teachingsuprasegmental features such as intonation and stress to non-native speakers. Atthe curriculum level, although the experts have proposed some ideas of how EILshould be, the implementation of such curriculum might be difficult to realize insome countries. With regards to pronunciation teaching materials, many Englishpractitioners recommend the use of authentic materials that incorporate students’local culture in the classroom.
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Amrah Arrahman, Muh Aswan. "EXPLORING THE SELAYARESE LANGUAGE TRANSFER ON STUDENTS' ENGLISH PRONUNCIATION." Journal of Language, Literature, and Teaching 4, no. 2 (November 20, 2022): 14–20. http://dx.doi.org/10.35529/jllte.v4i2.14-20.
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Indonesia consists of various tribes and possesses hundreds of distinctive native languages. Therefore, the influence of the native language on English pronunciation is seen as an obstacle for Indonesian EFL learners. In Second Language Acquisition (SLA) it is classified as language transfer. Selayarese language as one of the native languages existed in South Sulawesi Province also gave positive and negative transfer towards English pronunciation. It was verified through a qualitative case study employed towards 20 students from XI IPA 5 at SMAN 1 Selayar. Several methods were undergone to obtain the data namely questionnaires and students’ recording. The result of the study revealed that Selayarese language gave major negative transfer towards English vowel /æ/ and clusters /bl/. Moreover, Selayarese language gave minor negative transfer towards English long vowels /ɑ:/, /i:/, /u:/, /ɜ:/, /ɔ:/ and vowel /ɒ/, diphthongs /əʊ/, /aʊ/, /eə/, /ɪə/ and /ʊə/, also consonants /v/, /ð/, /ɵ/, /ʃ/ and /z/. besides that, Selayarese language also gave minor positive transfer towards; English vowels /ɛ/, /ʌ/, /ʊ/, /ɪ/ and /ɔ/, diphthongs /aɪ/ and /ɔɪ/ and also consonants /b/, /d/, /g/, /h/, /dʒ/, /k/, /l/, /m/, /n/, /p/, /ŋ/, /r/, /s/, /t/, /w/ and /j/.
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Wu, Chao, Qiufeng Pan, and Daiyue Cao. "Visualizing Mismatches in Pronunciation among EL2 Chinese Learners at Segmental Level." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1388. http://dx.doi.org/10.17507/tpls.1011.06.
Full textAbstract:
In our pronunciation courses, segmental level in English pronunciation plays a very important role in perception and teaching of English pronunciation. This research aims to investigate into the most salient pronunciation problems at segmental level by fresh college students from Mainland China through an experimental study, and it is found that the mismatches identified in the segmental level of English pronunciation are corresponded with the phonological features of the utterance of Chinese English. Moreover, in order to improve fresh college student’ pronunciation and achieve the pronunciation of Standard English, some pedagogical implications and suggestions about teaching strategies are provided in this study which aimed at the most salient mismatches discovered in the research findings.