Relevant bibliographies by topics / Pronunciation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pronunciation'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Pronunciation"

1

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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Ebel, Alexandra, Friderike Lange, and Robert Skoczek. "Ausspracheangaben zu eingedeutschten Namen in Aussprachewörterbüchern." Lexicographica 30, no. 1 (October 10, 2014): 323–49. http://dx.doi.org/10.1515/lexi-2014-0012.

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AbstractGerman pronunciation dictionaries provide codifications that claim to be accepted as standard. When it comes to foreign names and words, the two most established German pronunciation dictionaries and the ARD pronunciation database have rather oppositional approaches. This heterogeneous situation on the prescriptive side is mirrored by countless incidences of inconsistent pronunciations of foreign names in the media. Therefore, empirical studies like comparisons of dictionaries, analyses of media pronunciation as well as online preference polls are necessary to be able to find pronunciation rules for foreign names and words that can be accepted as standard in a German context.
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Coblin, W. South. "A Reading of the Dialect Chapter of Zhāng Wèi’s Wènqíjí." Bulletin of Chinese Linguistics 7, no. 1 (January 24, 2013): 41–48. http://dx.doi.org/10.1163/2405478x-90000109.

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The Wènqíjí of the late sixteenth century Míng scholar Zhāng Wèi 張位 contains a short chapter entitled “Local Pronunciations of Various Areas”. The work comprises a number of direct sound glosses on Chinese characters, with the glossing words used to indicate dialectal pronunciations of the glossed words. In the present article, we assume that Zhāng's glossing characters were to be read in the standard pronunciation of that period, i.e., in the so-called Nányīn pronunciation of the Guānhuà koine. Using the nearly contemporary romanized sound glosses of Nicholas Trigault, which are also thought to represent this type of Guānhuà pronunciation, we then attempt to determine how Zhāng Wèi believed the dialect readings of the glossed characters were pronounced.
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Ganie, Rohani, Wahyu Maulana, and Rahmadsyah Rangkuti. "ERRORS IN PRONOUNCING ENGLISH PHONEMES: A PRAAT ANALYSIS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 1 (July 5, 2019): 49–63. http://dx.doi.org/10.30743/ll.v3i1.1216.

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This article is concerned with a study of pronunciation errors made by students of English Literature Department, Faculty of Cultural Sciences, University of Sumatera Utara. The scope is limited to the study of error analysis in the pronunciation of English phonemes. The participants of this study were two students of the department with Acehnese background. In this study, the electronic software called Praat was used as an instrument in the analysis of speech sounds of the participants. The purpose of this study was to find out the dominant errors of the pronunciation of English phonemes made by the participants. The data were derived from the pronunciations of English phonemes which were recorded and transcribed in the International Phonetic Alphabet (IPA) as in Katamba (1996: 13). The standard value of the pronunciation of English phonemes was adopted from Cambridge Advanced Learner’s Dictionary. The quality of the pronunciations of the participants was described in graphs and the results were shown in percentage as given in tables and charts.
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Grošelj, Robert. "La pronuncia italiana per i giovani apprendenti sloveni: che cosa ne dicono i dizionari?" Studia Romanica Posnaniensia 47, no. 2 (June 15, 2020): 47–66. http://dx.doi.org/10.14746/strop.2020.472.004.

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The article deals with the representation of Italian pronunciation in five contemporary dictionaries for young Slovenian learners. As the use of a dictionary not only stimulates the development of lexical competence, but can also serve as a useful means for pronunciation learning, the article investigates five categories representing phonetic-phonological features in a dictionary: introduction to phonetics/phonology (e.g. a pronunciation guide), phonetic transcription, phonemes, consonant length and accent. The representation of these features in a dictionary for young learners should be clear and coherent, and in some cases a dictionary (especially a dictionary intended for the youngest users) should also featureaudio pronunciations. The five dictionaries analysed are fragmentary with regard to the pronunciation: only one dictionary includes audio recordings (although the relation between the spelling and the pronunciation remains unclear, as it does not include a pronunciation guide); two dictionaries include deficient phonological transcriptions and incomplete pronunciation guides; one dictionary contains only the Italian alphabet with corresponding phonemes, while another dictionary is without any elements that could familiarize a Slovenian learner with Italian pronunciation.
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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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Rifai, Muhammad, and Toto Suharto. "THE ERROR ANALYSIS OF ARABIC PRONUNCIATION OF STUDENTS CHOIR IN SINGING QASIDAH BUSYRA LANA." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 7, no. 1 (June 4, 2020): 98–114. http://dx.doi.org/10.15408/a.v7i1.14629.

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The article discusses the analysis of errors in the pronunciation of Arabic letters in members of the IAIN Surakarta’s PSM. This study describes: 1) the form of errors in the pronunciation of Arabic letters; and 2) factors causing the occurrence of pronunciation errors in Arabic letters. The method used is a descriptive qualitative method by analyzing the pronunciation errors in singing Qasidah songs. The research findings that 1) The form of pronunciation mistakes made on al-halaq (ع) mistakes made by respondents in the pronunciation of Arabic letters amounted to 6 errors. 2) Forms of pronunciation errors in al-lisan (ش، ض، ط، ص), pronunciation mistakes made amounted to 2-6 errors. Causes of errors or difficulties in pronouncing the letters al-halaq (throat) and al-lisan (tongue), among others: 1) The influence of mother tongue or first language. 2) Lack of reading practice. 3). There are still many members who aren’t graduated from Islamic boarding schools. These findings can be concluded the misreading of the Arabic letters in singing Qasidah, occurs due to the limitations of the IAIN Surakartas PSM members in pronouncing Arabic pronunciations and still being influenced by the mother tongue and limitations in adding material about pronunciation related to Arabic.
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Bratkin, D. A. "О латинском произношении (некоторые методические рекомендации для студентов-итальянистов)." Studia Culturae, no. 55 (June 30, 2023): 42. http://dx.doi.org/10.31312/2310-1245-2023-55-42-69.

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Students of the Italian Сulture would often face certain difficulties with the pronunciation of Latin quotations in their essays. The author addresses this issue, aiming at the educated lay audience untrained in either linguistics or Classical philology. He provides an outline of the history of the pronunciation from the earliest Roman times to the present day, including that of the Ecclesiastical Latin and national pronunciations of Latin. Finally, he gives some practical advice on the pronunciation for the conference paper presentations and the like.
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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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Isabella Rosalin, Wageyono, and Nur Hasibin. "A DESCRIPTIVE STUDY OF PRONUNCIATION MASTERY." LUNAR 6, no. 1 (June 5, 2022): 289–97. http://dx.doi.org/10.36526/ln.v6i1.1969.

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The purpose of this study is to learn about students' pronunciation skills, particularly in pronouncing short and long vowels. The research was descriptive quantitative in nature. The eight grade students, a total of 30 kids, are the focus of this study. The information is gathered using an oral test. The data was quantitatively analyzed to determine the percentage of students who scored well on pronunciation. The largest inaccuracy in the pupils' pronunciation was / æ /, which had a total percentage of 63,33% and was classed as moderate. To avoid mispronounce, the researcher proposed that teachers provide students the exact pronunciations. Students should practice more by using an online dictionary or other resources to assist them enhance their pronunciation skills.
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Dissertations / Theses on the topic "Pronunciation"

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Erichsen, Stian. "Evaluating Vowel Pronunciation in Computer Assisted Pronunciation Training." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for elektronikk og telekommunikasjon, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13377.

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Computer Assisted Pronunciation Training (CAPT) applications are tools that can be used when learning a second language. By evaluating the speech of a student, the CAPT system is able to give automatic feedback on his or her pronunciation performance.Two important properties in Norwegian pronunciation is the quantity and quality of the vowels. It is therefore important that students get to practice this.Feedback was produced by an ASR based CAPT system, where a speech recognizer evaluated the pronunciation produced by different speakers. However, sind ASR is prone to errors, verification was later performed to test the correctness of the recognizers results.The recognizer had an error-rate of 7.5 % when evaluating vowel quantity, and an error rate of 42.1 % when evaluating vowel quality. After verification, the first error rate was reduced to 1.35 % by rejecting 7.2 % of the results. The second error rate was reduced to 27,7 % by rejecting 23.5 of the results.The use of such a system could therefore be justified for evaluating the vowel quantity in the pronunciation, but not vowel quality.
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Versvik, Eivind. "Computer Assisted Pronunciation Training : Evaluation of non-native vowel length pronunciation." Thesis, Norwegian University of Science and Technology, Department of Electronics and Telecommunications, 2009. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9016.

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Computer Assisted Pronunciation Training systems have become popular tools to train on second languages. Many second language learners prefer to train on pronunciation in a stress free environment with no other listeners. There exists no such tool for training on pronunciation of the Norwegian language. Pronunciation exercises in training systems should be directed at important properties in the language which the second language learners are not familiar with. In Norwegian two acoustically similar words can be contrasted by the vowel length, these words are called vowel length words. The vowel length is not important in many other languages. This master thesis has examined how to make the part of a Computer Assisted Pronunciation Training system which can evaluate non-native vowel length pronunciations. To evaluate vowel length pronunciations a vowel length classifier was developed. The approach was to segment utterances using automatic methods (Dynamic Time Warping and Hidden Markov Models). The segmented utterances were used to extract several classification features. A linear classifier was used to discriminate between short and long vowel length pronunciations. The classifier was trained by the Fisher Linear Discriminant principle. A database of Norwegian words of minimal pairs with respect to vowel length was recorded. Recordings from native Norwegians were used for training the classifier. Recordings from non-natives (Chinese and Iranians) were used for testing, resulting in an error rate of 6.7%. Further, confidence measures were used to improve the error rate to 3.4% by discarding 8.3% of the utterances. It could be argued that more than half of the discarded utterances were correctly discarded because of errors in the pronunciation. A CAPT demo, which was developed in an former assignment, was improved to use classifiers trained with the described approach.

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Liu, Yang. "The effectiveness of integrating commercial pronunciation software into an ESL pronunciation class." [Ames, Iowa : Iowa State University], 2008.

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Davel, Marelie Hattingh. "Pronunciation modelling and bootstrapping." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10112005-150530.

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Centerman, Sofi, and Felix Krausz. "Common L2 Pronunciation Errors." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32834.

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The present study focuses on students at two Swedish secondary schools and the pronunciation errors that are the most prominent during reception and production of specific speech sounds. The primary focus of this degree paper is to establish whether or not certain speech sounds such as e.g. the /tʃ/ sound, which do not occur in the Swedish language in initial position are difficult or not and whether or not they act as an obstacle for Swedish students learning English as their L2. The aim was to establish which specific pronunciation errors that occurred in the L2 language classroom. Since this was the aim, primarily quantitative studies were carried out at two secondary schools in southern Sweden. The results from the four different tests show that the tested Swedish L2 students seem to have a greater difficulty with speech sounds placed in initial position than in final position of a specific word. According to this degree paper this is due to the fact that the Swedish language does not have an equivalent to the difficult speech sound in initial position, therefore making it difficult and often resulting in negative transfer from the L1. Furthermore, the English sounds that posed the biggest problems for the students were ones that sometimes can be found in the Swedish language. These sounds were very similar to native sounds creating a challenge for the Swedish students when perceiving and producing the English sounds. However, it was shown that when these sounds were presented in a context, they proved to be less challenging for the students to receive and produce. Moreover, although the syllabus only mentions that communication should be functional, there still needs to be an element of focus on form in order to become a proficient language user.
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Eckstein, Grant Taylor. "A Correlation of Pronunciation Learning Strategies with Spontaneous English Pronunciation of Adult ESL Learners." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/973.

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In the last thirty years, language learning strategies have been used in the field of English as a Second Language (ESL) to help learners autonomously improve their English listening, speaking, reading, and writing. However, language learning strategies have not been applied to pronunciation learning in a large scale manner. This study attempted to bridge this gap by investigating the usage of pronunciation learning strategies among adult ESL learners. A strategic pronunciation learning scale (SPLS) was administered to 183 adult ESL learners in an Intensive English Program. Their scores on the SPLS were compared with their scores of spontaneous pronunciation on a program-end speaking assignment. A stepwise regression analysis showed that frequently noticing other's English mistakes, asking for pronunciation help, and adjusting facial muscles all correlated significantly with higher spontaneous pronunciation skill. Other analyses suggested that strong pronunciation learners used pronunciation learning strategies more frequently than poorer learners. Finally, a taxonomy is proposed that categorizes pronunciation learning strategies into pedagogically-founded groups based on Kolb's (1984) learning construct and four stages of pronunciation acquisition: input/practice, noticing/feedback, hypothesis forming, and hypothesis testing. This taxonomy connects language learning strategies to pronunciation acquisition research.
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Robins, Seth L. "Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2840.

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Language learning strategies have become an important element of second language acquisition research over the course of the last few decades. Much research on these strategies has been dedicated to speaking, reading, and other language skill sets. However, one essential skill needed for communication is pronunciation. No matter how proficient other areas of linguistic ability may be, it can be difficult to interact effectively with native speakers if one's pronunciation is poor. Yet research dedicated to pronunciation and language learning strategies is in surprisingly short supply. Of those studies that have researched pronunciation strategies, some have been dedicated to discovering new pronunciation strategies (Derwing & Rossiter, 2002; Osburne, 2003; and Vitanova & Miller, 2002), while others (Peterson, 2000) categorized pronunciation strategies using a well known strategy inventory. However, there is one study that has gone in a different direction concerning pronunciation strategies. Rather than categorize pronunciation strategies using a strategy taxonomy like Oxford (1990), Eckstein (2007) categorized pronunciation strategies using Kolb's (1984) Experiential Learning Cycle model and found significant effects between pronunciation accuracy and use of pronunciation strategies mapped using Eckstein's (2007) Pronunciation Acquisition Construct (PAC).The present study tested the PAC by teaching pronunciation strategies to L2 Japanese learners. The aim of the current study was to examine the effect of pronunciation strategy usage categorized using the PAC upon pronunciation gains and to examine learner differences based upon pronunciation gains and strategy usage. In doing so, significant gains were found in contextualized pronunciation. Additionally, subjects who more frequently used the strategy "think of benefits to be gained by improving pronunciation", a motivation strategy, were found to show higher levels of pronunciation gain in a non-contextualized pronunciation environment.
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(UPC), Universidad Peruana de Ciencias Aplicadas. "Pronunciation and phonetics - TR192 201801." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623641.

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El curso Pronunciation and Phonetics es un curso de especialidad de la Carrera de Traducción e Interpretación Profesional. Pronunciation and Phonetics realiza un profundo análisis y exploración de los fundamentos introductorios de la fonética y fonología de la lengua inglesa que serán llevados a la práctica mediante la realización de transcripciones fonéticas de textos cortos utilizando el Alfabeto Fonético Internacional (AFI). Así, el curso busca desarrollar habilidades específicas que contribuirán al uso correcto y eficiente de la oralidad de la lengua inglesa. El curso Pronunciation and Phonetics ha sido diseñado con el propósito de permitir al futuro traductor intérprete desarrollar sus competencias orales en inglés a través de la aplicación de saberes y estrategias que se verán directamente reflejados en la correcta pronunciación y mayor fluidez en esta lengua, potenciando así su ejercicio profesional. El curso contribuye directamente al desarrollo de las competencias de Comunicación Oral (general-UPC) y, específica de Segundas Lenguas, ambas a nivel 3. Pronunciation and Phonetics tiene como pre-requisito el curso de Inglés TI4.
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Alsabaan, Majed Soliman K. "Pronunciation support for Arabic learners." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/pronunciation-support-for-arabic-learners(3db28816-90ed-4e8b-b64c-4bbd35f98be7).html.

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The aim of the thesis is to find out whether providing feedback to Arabic language learners will help them improve their pronunciation, particularly of words involving sounds that are not distinguished in their native languages. In addition, it aims to find out, if possible, what type of feedback will be most helpful. In order to achieve this aim, we developed a computational tool with a number of component sub tools. These tools involve the implementation of several substantial pieces of software. The first task was to ensure the system we were building could distinguish between the more challenging sounds when they were produced by a native speaker, since without that it will not be possible to classify learners’ attempts at these sounds. To this end, a number of experiments were carried out with the hidden Markov model toolkit (the HTK), a well known speech recognition toolkit, in order to ensure that it can distinguish between the confusable sounds, i.e. the ones that people have difficulty with. The developed computational tool analyses the differences between the user’s pronunciation and that of a native speaker by using grammar of minimal pairs, where each utterance is treated as coming from a family of similar words. This provides the ability to categorise learners’ errors - if someone is trying to say cat and the recogniser thinks they have said cad then it is likely that they are voicing the final consonant when it should be unvoiced. Extensive testing shows that the system can reliably distinguish such minimal pairs when they are produced by a native speaker, and that this approach does provide effective diagnostic information about errors. The tool provides feedback in three different sub-tools: as an animation of the vocal tract, as a synthesised version of the target utterance, and as a set of written instructions. The tool was evaluated by placing it in a classroom setting and asking 50 Arabic students to use the different versions of the tool. Each student had a thirty minute session with the tool, working their way through a set of pronunciation exercises at their own pace. The results of this group showed that their pronunciation does improve over the course of the session, though it was not possible to determine whether the improvement is sustained over an extended period. The evaluation was done from three points of view: quantitative analysis, qualitative analysis, and using a questionnaire. Firstly, the quantitative analysis gives raw numbers telling whether a learner had improved their pronunciation or not. Secondly, the qualitative analysis shows a behaviour pattern of what a learner did and how they used the tool. Thirdly, the questionnaire gives feedback from learners and their comments about the tool. We found that providing feedback does appear to help Arabic language learners, but we did not have enough data to see which form of feedback is most helpful. However, we provided an informative analysis of behaviour patterns to see how Arabic students used the tool and interacted with it, which could be useful for more data analysis.
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Flisberg, Julia. "English pronunciation in Swedish Upper Secondary School Students : A qualitative study of Swedish students’ pronunciation tendencies." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165479.

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Geographically, Sweden is significantly closer to England as opposed to America, two English speaking countries with two rather different varieties of the language. With regard to Britain’s history of colonization it could be assumed that British English (RP-variety) would be most frequently used globally. However, America’s power position in politics, economics, international businesses, and movie industries have contributed to making the American English (GA-variety) the more predominantly used variety of the two (Barber, 2000, p. 236). In the different varieties, the vowels /əu/ /ou/ /ju:/ /u:/ /ɑ:/ /æ/ /ɒ/ /ɑ/ /aɪ/ /i:/ and the consonants /ə/ /r/ /t/ /d/ show the most prominent difference in pronounciation (Navrátilová, 2013). Furthermore, Axelsson (2002, p.144) (in Alftberg, 2009, p. 4) claims that with regard to the previously mentioned factors, Swedish students come in contact with several different varieties of English on a daily basis, thus a one-accent-only approach seems outdated for learning purposes. In addition to this, the syllabus for teaching English in Sweden, LGY11 (SNAE, 2011) lays focus, not explicitly on pronunciation, but on intonation and fluency, two factors which are certainly affected by one’s pronunciation and prosody. The document also emphasizes the importance of incorporating different varieties of English from different English speaking cultures and countries into the lessons (SNAE, 2011).This raised the question of whether or not Swedish upper secondary school students tend to follow the global Americanization of pronunciation, if they still adhere to using RP due to its geographical proximity and former prestige, or if they mix different varieties. Therefore, a study was conducted on Swedish students’ pronunciation tendencies and attitudes towards different pronunciations. 58% of the students claimed to use GA and said that TV/YouTube is where they hear English the most. Only 17% claimed they used RP. However, the recordings of the students indicated that the majority used a mixture of the two, and only one student was completely consistent in their variety. Keywords: English pronunciation, Sweden, General American, Received Pronunciation, Teaching, Upper secondary school
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Books on the topic "Pronunciation"

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Dalton, Christiane. Pronunciation. Oxford: Oxford University Press, 1994.

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Vaughan-Rees, Michael. Pronunciation. Harlow: Penguin English, 2002.

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M, Lance Donald, Kingsbury Stewart A, and Howie Stephen M, eds. American pronunciation. Ann Arbor, Mich: G. Wahr Pub. Co., 1994.

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Murphy, Sonbuchner Gail, ed. Pronunciation strategies. Rochelle Park, NJ: Peoples Pub. Group, 1992.

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Kenworthy, Joanne. Teaching English pronunciation. London: Longman, 1987.

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Sciban, Shu-ning. Fayin: Mandarin pronunciation. 2nd ed. Calgary: University of Calgary Press, 2002.

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Kirkova-Naskova, Anastazija, Alice Henderson, and Jonás Fouz-González, eds. English Pronunciation Instruction. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/aals.19.

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Mompean, Jose A., and Jonás Fouz-González, eds. Investigating English Pronunciation. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509437.

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Chernen, Joann. Interactive pronunciation games. Vancouver: Vancouver Community College, 2000.

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Smakman, Dick. Clear English Pronunciation. New York : Taylor and Francis, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429347382.

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Book chapters on the topic "Pronunciation"

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Deterding, David, and Salbrina Sharbawi. "Pronunciation." In Brunei English, 23–47. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6347-0_3.

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Ngo, Binh. "Pronunciation." In Vietnamese, 273–95. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge essential grammars: Routledge, 2020. http://dx.doi.org/10.4324/9781315454610-7.

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Hinchliffe, Ian, and Philip Holmes. "Pronunciation." In Swedish, 4–19. Third edition. | New York, NY : Routledge, 2020. | Series: Routledge essential grammars: Routledge, 2020. http://dx.doi.org/10.4324/9781315559131-2.

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Neijmann, Daisy L. "Pronunciation." In Icelandic, 5–24. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315731056-3.

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Lennon, Paul. "Pronunciation." In The Foundations of Teaching English as a Foreign Language, 121–49. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-5.

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Gruhn, Rainer E., Wolfgang Minker, and Satoshi Nakamura. "Pronunciation HMMs." In Signals and Communication Technology, 71–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19586-0_7.

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Levis, John, and Sinem Sonsaat. "Pronunciation Materials." In Issues in Materials Development, 109–19. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-432-9_10.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Pronunciation Change." In Practical English Phonetics and Phonology, 163–76. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-14.

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"Pronunciation." In Encyclopedia of Autism Spectrum Disorders, 2412. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101103.

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Zhiqun Xing, Janet. "Pronunciation." In Teaching and Learning Chinese as a Foreign Language, 87–99. Hong Kong University Press, 1993. http://dx.doi.org/10.5790/hongkong/9789622097629.003.0004.

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Conference papers on the topic "Pronunciation"

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Wei, Si, Yi-Qian Pan, Guo-Ping Hu, Yu Hu, and Ren-Hua Wang. "Pronunciation Space Models for Pronunciation Evaluation." In 2008 6th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2008. http://dx.doi.org/10.1109/chinsl.2008.ecp.17.

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Wei, Si, Yi-Qian Pan, Guo-Ping Hu, Yu Hu, and Ren-Hua Wang. "Pronunciation Space Models for Pronunciation Evaluation." In Int. Symp. on Chinese Spoken Language Processing. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/iscslp.2008-6.

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Amaraweera, Sankaja, and Sucheru Dissanayake. "Pronunciational Swings: British and American Influences on the English Pronunciation of English as a Second Language Learners in Sri Lanka." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/nqmf2634.

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In Sri Lanka, which used to be British Ceylon for nearly 15 decades, BrE used to hold a dominant position in all aspects of life. Under globalisation, a shift is observed taking place towards AmE due to numerous developments in science, technology, industry, commerce, politics, and popular culture. Academics and professionals depend on audiovisual recordings of presentations produced either in Standard British English (BrE) or Standard American English (AmE) and broadcast in public media. Against this background, this paper examines the dynamicity of English pronunciation in Sri Lanka caused by BrE and AmE, to which the ESL learners on the island are daily exposed. It also investigates the extent to which BrE and AmE respectively influence English pronunciation in Sri Lanka, filling a notable gap in the existing literature. The research provides valuable insights into some emerging trends in English pronunciation in Sri Lanka, the conditions that influence the Sri Lankan speakers’ attitudes toward the two varieties of English, and the support the ESL teachers can derive from their awareness of pronunciational swings between BrE and AmE in organising teaching practices and materials. Further, some major pronunciation differences between BrE and AmE are explored, highlighting both disparities and exceptions consistent in certain phonetic features. Finally, it explores the dynamicity of English pronunciation in Sri Lanka, emphasizing the need to consider both local and global factors in ESL teaching, with suggestions for effective language learning and communication in global contexts.
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Adityarini, Hepy, M. Ferizqo Fahdiansyah, and Vina Novitasari. "Enhancing Students’ Pronunciation using Android Pronunciation Application." In International Conference of Learning on Advance Education (ICOLAE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220503.088.

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John, Paul, Carol Johnson, and Walcir Cardoso. "Assessing Google Translate ASR for feedback on L2 pronunciation errors in unpredictable sentence contexts." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16987.

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Following previous research into predictable sentence contexts, this study assesses the pronunciation feedback provided by Google Translate’s (GT) Automatic Speech Recognition (ASR) in unpredictable contexts. We examined the accuracy of GT transcriptions for target items recorded by male and female Quebec Francophones (QFs). The items occurred in neutral carrier sentences such that no contextual cues help ASR identify the targets. Th-initial vs t-initial (thank-tank) and h-initial vs vowel-initial (heat-eat) items were used to investigate the potential for feedback on the QF errors of th-substitution, h-deletion, and h-epenthesis, comparing real-word (thank→tank) vs nonword output (thief→tief). As with predictable contexts in our previous research, we observed high transcription accuracy for real words only. Without contextual cues, accuracy rates were lower than in predictable contexts for correctly pronounced items but higher than for incorrect pronunciations constituting real words. Unpredictable contexts are thus inferior at confirming correct pronunciation (confirmative feedback) but superior at flagging real-word errors (corrective feedback). Contrary to the anticipated ASR gender bias, female recordings showed higher transcription accuracy than male recordings. Our findings both confirm the usefulness of GT’s ASR for generating pronunciation feedback and highlight the importance of context (predictable vs unpredictable) and lexical status (real vs nonword).
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Hieu, Pham Le. "A Study on Learning Pronunciation Strategies Used by English-Majored Students at the Ho Chi Minh City University of Food Industry." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.27.

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English pronunciation is very important for everybody. The English-majored students don’t have much time for English practice or improved pronunciation. So, this article is to find reality the best way to Learn English Pronunciation (LEP) for English-majored students with the hope of improving students’ pronunciation. In this research paper, the author will do a study on the learning of English pronunciation for English-majored HUFI college students. This article was made in many forms such as interviews, form collection, and data collection of more than 75 undergraduate English-majored students at the Ho Chi Minh City University of Food Industry. The research paper was conducted in April 2022. This research paper finds out that the student’s pronunciation reality is very weak. The student doesn’t have much time to practice and improve English pronunciation in college, and the way a teacher teaches English pronunciation is relevant to the student’s way and the difficulty of English pronunciation learning. This article finds out that, in teaching English pronunciation, the teacher may be uncomfortable with the student’s way of learning English. Based on the research paper find out, some of the best ways for teaching and learning English pronunciation for English-majored students.
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White, Christopher M., Abhinav Sethy, Bhuvana Ramabhadran, Patrick Wolfe, Erica Cooper, Murat Saraclar, and James K. Baker. "Unsupervised pronunciation validation." In ICASSP 2009 - 2009 IEEE International Conference on Acoustics, Speech and Signal Processing. IEEE, 2009. http://dx.doi.org/10.1109/icassp.2009.4960580.

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Kominek, John, and Alan W. Black. "Learning pronunciation dictionaries." In the main conference. Morristown, NJ, USA: Association for Computational Linguistics, 2006. http://dx.doi.org/10.3115/1220835.1220865.

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Guevara, Cesar, Dorys Maribel Cumbe Coraizaca, Mike David Nunez Morales, and Vicente Bolívar Guzmán Bárcenes. "English Pronunciation IPA mobile Application." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001736.

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Technology has helped learners with their pronunciation at the moment of conveying a message, making it easier for them of English to communicate better. Hence, this research was conducted, with the objective to establish to analyze the relationship between the English Pronunciation mobile app in the pronunciation of the English language of students of third level from CTT de los Andes Language Center. To achievethe objectives, a mixed approach methodology was used, which included thirty students divided into two groups. One group was experimental, in which the strategy was applied and the other was controlled, in which the strategy was not applied. Both groups were evaluated using a rubric from the International English Language Testing System (IELTS) for the pre-test and post-test. After the pre-test, an introductory class to phonemes was given to the students. The next step for the experimental group was to get instructions on how to use the mobile app, which helped users with the recognition, awareness and production of English sounds. The development of this study showed that using the mobile app English pronunciation IPA benefits the improvement of the pronunciation from students of the experimental group. After the time period of the experiment, the segmental features of pronunciation used by students, were reinforced with the use of the mobile app.
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Liang, Min-Siong, Jian-Yung Hung, Ren-Yuan Lyu, and Yuang-Chin Chiang. "Pronunciation Error Detection for Computer Assisted Pronunciation Teaching in Mandarin." In 2008 6th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2008. http://dx.doi.org/10.1109/chinsl.2008.ecp.98.

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Reports on the topic "Pronunciation"

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Guinn-Collins, Shannon. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.191.

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Horani, Laura. The Effect of a Physician's Pronunciation on Nurses' Perceptions of the Physician's Medical Competency. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7091.

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Beck, Stacie. Deoxyribonucleic Acid and Other Words Students Avoid Speaking Aloud: Evaluating the Role of Pronunciation on Participation in Secondary School Science Classroom Conversations. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1088.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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Arrieta, Marie. Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5309.

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Pronunciation of "Gitwinksihlkw". Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1991. http://dx.doi.org/10.4095/298384.

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