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Journal articles on the topic 'Pronunciation'
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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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Isabella Rosalin, Wageyono, and Abdul Halim. "A DESCRIPTIVE STUDY ON PRONUNCIATION MASTERY FOR THE EIGHT YEAR STUDENTS AT SMP MUHAMMADIYAH 7 SEMPU." LUNAR 8, no. 1 (June 24, 2024): 63–74. http://dx.doi.org/10.36526/ln.v8i1.3709.
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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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van der Haagen, Monique. "Neder-Engels Of Neder-Amerikaans?" TTW: De nieuwe generatie 39 (January 1, 1991): 63–74. http://dx.doi.org/10.1075/ttwia.39.06haa.
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Although the model of English pronunciation in Dutch schools is, and always has been, British English (commonly known as Received Pronunciation, RP), not only teachers, but also informed laymen notice that the pronunciation of learners seems to be more and more influenced by American English. An investigation into the nature and spread of this influence therefore seems in order. This paper discusses some of the preliminary results of a research project which aims to give an inventory and description of the influence of American English (General American, GA) on the pronunciation of 10 phonological variables, among which are /æ/ in words like classroom and wineglass, and flapped /t/ in words like pretty and meeting. A second aim of the project is to find out to which the degree the American and British varieties are attractive to our population. Therefore a number of listening tests were administered: - a preference test, in which subjects had to indicate which pronunciation of a lexical item they thought (a) best (i.e. confirm to the school norm) and (b) they would prefer to use themselves. - an identification test, in which subjects had to indicate whether an item was pronounced in RP or in GA. - a matched guise test consisting of 12 versions of the same story, read by 8 speakers, 4 of them in both varieties. A preliminary inventory shows that in roughly 25% of all the pronunciations of single lexical items (word list style) we can speak of an 'American-like' pronunciaton. The variables that are pronounced most frequently GA-like are flapped /t/ in little, /æ/ in classroom, /a/ in hockey and postvocalic /r/ in morning. It also appears that RP is still the preferred variety on both the preference tests, although this preference decreases slightly when asked which pronunciation they would prefer to use themselves. Roughly 65% of the items was correctly identified as being RP or GA. Finally, the matched guise test showed a significantly high rating of GA female voices on all factors except for the factor 'school-norm'. RP males and females scored relatively high on this factor as well as on 'social status', but dropped considerably on the 'activity' factor and remained below the GA voices on 'personal affect'.
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Handayani, Rindu, and Agci Hikmawati. "Teachers’ Roles Towards Students’ Pronunciation Ability Based on Pronunciation’s Instructions and Exercises of The Twelfth Grade Students’ English Textbook." Scientia: Jurnal Hasil Penelitian 3, no. 2 (December 7, 2018): 101–20. http://dx.doi.org/10.32923/sci.v3i2.80.
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Being able to speak fluently with correct pronunciation is the first impression to attract people’s attention. A good pronunciation may be denied by students since they are more focus on expanding their English skills. English textbook takes a beneficial purpose in assisting students to pronounce English words well. Since the instructions and practices would aid students to get involved with pronunciation’s communicative practice. Various ways, clear instructions, and practices would be applied easily by students with the hands of teachers as facilitators and correctors. This research is qualitative research that focuses on analyzing teachers’ roles towards students’ pronunciation ability based on pronunciation’s instructions and exercises of the twelfth-grade students’ English textbook. The author used the qualitative descriptive method to analyze and solve problems. English textbooks need to provide some more comprehensive and clearer instructions and practices to help improve students’ pronunciation, teachers are only the facilitator to help address the materials in English class, and students’ attitude and motivation are two prominent things that learners must have.
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Hafidzi, Anwar, and Mohd Hatta Mohd. Hani. "Wahbah Zuhaili’s and Sayyid Sabiq’s Perspective on The Principles of Marriage Contract in Indonesia." AL-'ADALAH 17, no. 1 (November 30, 2020): 187–202. http://dx.doi.org/10.24042/adalah.v17i1.5387.
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This study discusses pronunciations used in marriage contracts in Indonesia with various types of pronunciation. The jurisprudence experts agree to use the words "Nikah and Kawin" in a marriage contract because it is based on Q.S Al-Azhab verse 37 which uses the word "Nikah". This study tries to compare the use of these words in the book of Fiqh al-Islam wa Adillatuh by Wahbah Zuhaili and Fiqh al-Sunnah by Sayyid Sabiq. The results showed that the marriage pronunciations used were based on meaning, not pronunciation, provided that there was an intention or indication for marriage and was understood by the witnesses. Therefore, according to Wahbah Zuhaili, using a word other than what has been stipulated in the text of the Al-Qur'an is still valid. Meanwhile, Sayyid Sabiq stated that the pronunciation of the contract must be in words that can be understood by each party and must not use vague words.
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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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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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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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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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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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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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Chiang, Min-Hua. "The Distinction between Zhi 支and Zhi 脂 / Zhi 之 and the Strata Analysis of Some Relevant Rhyme Groups in Hakka and Gan Dialects." Bulletin of Chinese Linguistics 6, no. 1 (January 24, 2012): 157–76. http://dx.doi.org/10.1163/2405478x-90000097.
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This article probes into the reflexes of the Middle Chinese Zhi 支, Zhi 脂and Zhi 之rhymes of the Zhi 止 rhyme group in modern Hakka and Gan dialects. By using the method of strata analysis, two literary and three colloquial pronunciation strata of the unrounded Zhi 止 rhyme group are found in the Hakka and Gan dialects. The two literary pronunciation strata both show no contrast between Zhi 支 and Zhi 脂 / Zhi 之. They are the main pronunciations of Zhi 止 rhyme group in the Hakka and Gan dialects; the second literary stratum, which is quite similar to the pronunciation of Mandarin dialects, is more commonly found in the Gan dialects. Among the three colloquial strata, two of them have distinct pronunciations only for Zhi 支, and the other has no contrast between the three rhymes. Through observing and comparing the patterns of split and merger of the Zhi rhyme group in the Hakka and Gan dialects, this article analyzes the intricate and complex relationships between the pronunciations of Zhi 支 rhyme and the Guo 果, Yu 遇, Zhi 止, Xie 蟹, and other rhyme groups; furthermore, similarities and dissimilarities between the Hakka and Gan dialects are also discussed.
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Rubrecht, Brian. "Falling on deaf ears." Journal of Internationalization and Localization 3, no. 2 (December 16, 2016): 196–212. http://dx.doi.org/10.1075/jial.3.2.06rub.
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Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.
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Ahn, Yoo Young. "An Examination of Translingual Practices on a Mobile Application." International Journal of Literacy, Culture, and Language Education 1 (December 9, 2020): 54–72. http://dx.doi.org/10.14434/ijlcle.v1i0.30461.
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This article reports Korean speakers’ experiences with naturally occurring translingual transliterations in a noneducational online contact zone to support improvement of English pronunciation. Use of the Korean and English alphabets in pronunciation transliterations and application users’ meaning-making are analyzed using Canagarajah’s (2013) macrotranslingual strategies for negotiation. Findings show that the nonstandard transliterations could easily deliver pronunciations to a broad audience and stimulate the participation of users, who draw on diverse resources to strategically negotiate their footings to make meaning, often referring to their linguistic knowledge or experiences in certain countries. Patterns around transliteration and negotiation suggest two major implications for classroom pronunciation instruction: using students’ existing resources to address crucial features of intelligibility such as vowel quality and suprasegmental features in transliterations, in addition to segmentals, and eliciting students’ active involvement in meaning construction. Furthermore, English teachers might challenge their students’ acceptance of prevalent monolingual standards in pronunciation and establish their translingual sensitivity to cultural/linguistic diversity.
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Faiqotussana, Tulus Musthofa, Nailin Najihah, Binti Roifatus Siam, and Nasiruddin. "Taḥlil Akhto’ Nuṭq al-Salâm li Tullâb al-Madrasah al-Dîniyyah wa Tanfîżihi fî Ta’lîm al—Lugah al-Arabiyyah." Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 7, no. 1 (December 15, 2022): 1–14. http://dx.doi.org/10.15642/alfazuna.v7i1.1929.
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Purpose- This study aims to analyze the errors in pronunciation of Arabic greetings (salam) to students of Madrasah Diniyyah Assalam Tegalombo Class VI and find out the implementation in Arabic learning. Design/Methodology/Approach- This study used a descriptive qualitative method using a contrastive analysis approach. The validity of the data was tested by using triangulation technique. The data were obtained through field research. Findings- Based on the results of the research on errors in pronunciation of Arabic greetings to Class VI students of Madrasah Diniyyah Al-Quran (MDA) Assalam Tegalombo consisting of 16 students, it was found 7 forms of pronunciation that were not in accordance with the original phonology of salam, example Assalamualaikum, Salamualaikum, Slamualaikum, Slamlékum, Saamlékum, Samlékum, and Smléikum. Of the 7 forms of pronunciation errors, there are 4 types of phonological errors, namely 1) Pronouncing "ع" to "أ" because the mother tongue does not have these consonants. 2) Pronouncing the wrong word structure because of al-akhtho 'al-syâi'ah. 3) The sound /ai/ becomes /é/ due to socio-cultural factors. 4) Do not extend consonant lam because the mother tongue does not have mad. The implementation is that in the future Arabic language teachers for foreign speakers can put more emphasis on the phonological aspect. Because in Arabic, different pronunciations and pronunciations will produce different meanings. Research Limitation/Implications- The limitations of the problem in this study focused on the pronunciation of the greetings of students at Madrasah Diniyyah Al-Quran (MDA) Assalam Tegalombo class VI. However, this study has not examined further about the mispronunciation of the greeting answers.
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Wahyuni, Putri. "The Effect of Teaching Reading Aloud Technique in Improving English Pronunciation." EBONY: Journal of English Language Teaching, Linguistics, and Literature 2, no. 1 (January 27, 2022): 46–54. http://dx.doi.org/10.37304/ebony.v2i1.4041.
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Pronunciation is one of the essential components in oral form and is considered the basic ability of speaking English as well as other languages that has to be learnt by the students. Pronunciation is the production of sounds that is used for making meaning. The correct pronunciation of English is very important because the target of learning English is to help students to speak accurately and fluently which leads them easy to understand the utterances and to produce intelligible sounds. Reading aloud is an activity to read something loudly. By reading aloud, students can test themselves whether the pronunciations that they are saying is correct or not. This research was conducted to know the effect of teaching reading aloud technique in improving English Pronunciation. This research used “One Group Pretest and Posttest Design”. The sample of this research was the ninth-grade students by taking 31 students (13 male and 18 female). The result showed that the calculation of Wilcoxon Signed-Rank Test was 0.000. Since 0.000 < 0.05 even <0.001, the null hypothesis was rejected. In other words, there is a significant effect on students’ pronunciation of English by teaching using reading aloud technique.
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Ammar, Muhammad Dzulfiqor. "ENGLISH PRONUNCIATION PROBLEMS ANALYSIS FACED BY ENGLISH EDUCATION STUDENTS IN THE SECOND SEMESTER AT INDO GLOBAL MANDIRI UNIVERSITY." Global Expert: Jurnal Bahasa dan Sastra 10, no. 1 (July 20, 2022): 1–7. http://dx.doi.org/10.36982/jge.v10i1.2166.
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The aims of this research were to determine student’s problems in pronunciation, especially consonants, vowels, and diphthongs. The participants of this study were the second-semester students of the Indo Global Mandiri English Education Study Program. The researcher chose second-semester students because students had understood the phenomenon of pronunciation and they have taken IEC: Pronunciation courses. There were 23 students involved in this research. The data were collected by conducting direct meetings through a performance test that used three forms of tests such as pronounced 44 sentences, pronounced 31 minimal pairs, pronounced one passage with mixed sounds, and their voices made by the students were recorded by mobile phone. The data showed that in fact, most of the students have problems with pronunciations. It is found that the students had problems in pronouncing the English sounds of consonant [v], [θ], [ð], vowel [æ], [ʌ], [ɔ:] and diphthong [eɪ], [oʊ], [аʊ], [aɪ]. Some of the factors that cause pronunciation problems that students face are: the absence of the sound in their mother tongue, students unfamiliar with the targeted words, and students get used to the wrong pronunciation that has been taught before.
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Evans, Daniel W., Christiane Dalton, and Barbara Seidlhofer. "Pronunciation." Modern Language Journal 80, no. 2 (1996): 254. http://dx.doi.org/10.2307/328665.
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Murphy, John M., and Clement Laroy. "Pronunciation." Modern Language Journal 80, no. 2 (1996): 255. http://dx.doi.org/10.2307/328666.
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Gilbert, Judy B., Christiane Dalton, and Barbara Seidlhofer. "Pronunciation." TESOL Quarterly 29, no. 4 (1995): 784. http://dx.doi.org/10.2307/3588180.
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Lance, Donald M. "Pronunciation." Dictionaries: Journal of the Dictionary Society of North America 17, no. 1 (1996): 68–78. http://dx.doi.org/10.1353/dic.1996.0006.
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Pamungkas, Firdaus Ditya. "Improving Students Pronunciation Using Video Dubbing (A Classroom Action Research for Tenth Grade and Eleventh Grade Students of Vocational High School)." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (May 29, 2019): 11. http://dx.doi.org/10.33603/perspective.v7i1.1794.
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This research aims to find out the impact of video dubbing on improving students’ speaking pronunciation. This research was applied for the tenth grade and eleventh grade of Vocational High School in Madiun city, province of East Java, Indonesia. The subject of the research consisted of 20 students, 14 female students and 6 male students. In collecting the data, researcher used observation to observe the implementation of video dubbing during teaching learning process and used test to find the improvement of students’ speaking pronunciation during the implementation of video dubbing. The research was conducted in two cycles, where each cycle consisted of 4 meetings. The research findings showed that the implementation of video dubbing could improve students’ speaking pronunciation. It can be concluded that the implementation of video dubbing in learning process has beneficial effect on students’ speaking skill, especially in pronunciation. Keywords: video dubbing, teaching speaking, pronunciation.
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Abidin, Abidin. "PROSES PENETAPAN HUKUM ISLAM TERHADAP FAKTA SOSIAL." ISTIQRA 5, no. 2 (February 13, 2018): 273–98. http://dx.doi.org/10.24239/ist.v5i2.262.
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This paper discusses the process or steps of the enactment of Islamic law against social facts, by asking seven main questions, among others: (1) what is the name of the social fact (object), (2) which pronunciation fits with the social fact, (3) whether the pronunciations have obvious meaning and guidance, (4) whether the composition of the language is clear enough for an understanding or (6) whether the pronunciation is general or special, absolute or muqayyad, (7) what is the form of pronunciation that gives rise to the taklifi law, is the commandment pronunciation (amr) or the prohibition (nahy), or there is absolutely no passage. This is done as carefully as possible until the red thread appears. The red thread in question is a social fact criterion that can be used as a basis for consideration of changes in Islamic law. Because remember not all social facts can be used as a basis for the change of Islamic law. Therefore, the tracking of the facts of social reality should be through a comprehensive approach
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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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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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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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Jambi, Kamal, Hassanin Al-Barhamtoshy, Wajdi Al-Jedaibi, Mohsen Rashwan, and Sherif Abdou. "An Empirical Performance Analysis of the Speak Correct Computerized Interface." Processes 10, no. 3 (February 28, 2022): 487. http://dx.doi.org/10.3390/pr10030487.
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The way in which people speak reveals a lot about where they are from, where they were raised, and also where they have recently lived. When communicating in a foreign language or second language, accents from one’s first language are likely to emerge, giving an individual a ‘strange’ accent. This is a great and challenging problem. Not particularly, because it is a part of one’s personality that they do not have to give up. It is only challenging when pronunciation causes a disruption in communication between an individual and the individuals with whom they are speaking. Making oneself understandable is the goal of perfecting English pronunciations. Many people require their pronunciation to be perfect, such as those individuals working in the healthcare industry, where it is rather critical that each term be read precisely. Speak Correct offers each of its users a service that assists them with any English pronunciation concerns that may arise. Some of the pronunciation improvements will only apply to a specific customer’s dictionary; however, in some cases, the modifications can be applied to the standard dictionary as well, benefiting our whole customer base. Speak Correct is a computerized linguist interface that can assist its users in many different places around the world with their English pronunciation issues due to Saudi or Egyptian accents. In this study, the authors carry out an empirical investigation of the Speak Correct computerized interface to assess its performance. The results of this research reveal that Speak Correct is highly effective at delivering pronunciation correction.
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Cheesman, Matthew, Darren Do, Sean Alcorn, Gary Grant, and Elizabeth Cardell. "Impact of the “DrugSpeak” programme on drug name pronunciation skills and perceptions in a pharmacy student cohort." Pharmacy Education 22, no. 1 (May 28, 2022): 348–59. http://dx.doi.org/10.46542/pe.2022.221.348359.
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Introduction: Difficulties in pronouncing many drug names can lead to medication errors in pharmacy practice. A pilot study called DrugSpeak was devised to provide educational scaffolding to enable students to pronounce drug names correctly. Method: Student participants (n = 26) accessed online videos on phonetics and audio files of drug names, and then undertook a workshop that provided them with basic phonetics training to assist them in pronouncing drug names correctly. Surveys and audio recordings of student pronunciations of drug names were conducted before and after intervention with DrugSpeak. Results: Significant increases (p<0.01) in student drug pronunciation and accuracy were observed following DrugSpeak. Students reported reductions in anxiety and enhancements in their confidence levels relevant to drug pronunciation. Conclusion: The DrugSpeak education package yielded promising outcomes in the improvement of student drug pronunciation skills and in providing students with the confidence to tackle drug names unfamiliar to them.
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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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Julyarti, Nurul Arini, Nurming Saleh, and Syamsu Rijal. "Kemampuan Pelafalan Bunyi Vokal Dalam Bahasa Jerman." Phonologie : Journal of Language and Literature 2, no. 1 (December 1, 2021): 32. http://dx.doi.org/10.26858/phonologie.v2i1.25682.
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Abstract. This research is descriptive quantitative. This research aims to obtain data andinformation about the ability of students in the pronunciation of long and shor vowel sounds in german by students X IPA 4 SMAN 14 Gowa. As well, to obtain about the factors supporting and inhibitig that influence pronunciation of German vowel sounds. The data of this research was obtained through a pronunciation test and questionnaire. The population of this research by students X IPA 4 class at SMAN 14 Gowa with the total of 36 students. The sampel of this research is 20 students obtained using random technique. The result of the pronunciatin test showed an average score of 64.4 and were in the enaugh category. The data analysis to obtain in the results, namely the abilty to pronunciation vowel sounds in German by students X IPA 4 SMAN 14 Gowa is 64.4 or enaugh category. From the results of the distribution of the questionnaire data obtained that there are two factors that play an important role in influencing students' listening skills, namely: 1) Supporting factors, the teacher corrects the sudent’s pronounciation of vowel sound. 2) The inhibiting factor, students think that German is difficult.
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Smotrova, Tetyana. "Making Pronunciation Visible: Gesture In Teaching Pronunciation." TESOL Quarterly 51, no. 1 (December 29, 2015): 59–89. http://dx.doi.org/10.1002/tesq.276.
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Annisa, Annisa, and Wariyati Wariyati. "Speaking Challenge, Does Pronunciation as the Attribute of Fluency?" Journey: Journal of English Language and Pedagogy 6, no. 2 (July 25, 2023): 356–65. http://dx.doi.org/10.33503/journey.v6i2.3115.
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Speaking skill is a difficult aspect for language students. In speaking, there are things that need to be considered such as pronunciation of vocabulary. However, students still have difficulty in articulating many words as the indicator of fluency. This case also brings many assumptions in vocabulary pronunciation. The variety of speaking difficulties faced by students of grade VIII in MTs S Ummi Lubuk Pakam was being the main aim. A qualitative descriptive method that presents findings and research results qualitatively was implemented. The voice recordings used as the data and the supporting finding was gotten from the observation result, then it was clarified through the interviews transcript. This analysis found that in speaking English accurately, students had not mastered the phonological rules and they did not know the various sounds or pronunciations. The evidence also proven that the stress, intonation and pitch become the big problems in English utterances. The low quality of pronunciation brings conclusion about students’ factors in low speaking competency.
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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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Sesefanakh, Alja Genedili, and Rike Febriyanti. "Japanese Learner’s Ability to Pronounce Nasal Consonant /N/ Located at The End of Words." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 7, no. 2 (December 25, 2022): 85–93. http://dx.doi.org/10.17509/japanedu.v7i2.45418.
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Japanese is a language that has a unique sound and distinctive articulation, but this uniqueness sometimes makes the pronunciation of people who are learning Japanese is still a lot less precise. Therefore, this study was conducted to find out the ability of Indonesian Japanese learners to pronounce the nasal consonant sounds located at the end of a word or called uvular nasal sounds, which is in Japanese 「口蓋垂鼻音」kougaisuibion with phonetic letter symbol /N/. This study was conducted on 12 Japanese language learners at SMAN 2 Batu, using a descriptive qualitative method and then using Praat to analyse their voices while reading 3 Japanese sentences consisting of the words [hitomisan], [sumimasen], and [imasen]. This study also analysed the voice of Japanese native speakers when reading the same sentences as Japanese learners use as a reference. The results of this study are pronunciation by native speakers found nasal sounds that are pronounced in the form of nasal uvular sounds /N/, also found the existence of pronunciation that cannot be distinguished between vowels and nasal consonants from the results of Praat analysis. While for students, there are only a few that have been appropriate such as native speakers’ pronunciation but most of them had different pronunciations.
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Jayanti, Memmy Dwi. "SOUNDS AND PRONUNCIATION (Children's First Language Acquisition Model in the Pragmatic Process)." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (July 31, 2019): 30–36. http://dx.doi.org/10.30998/jh.v3i1.86.
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Abstract: The aim of the study was to determine the stages of the linguistic first language acquisition process which emphasized the aspects of sound and pronunciation in children aged two to four years. Research focuses on phonological analysis of sound and pronunciation in a pragmatic perspective. This type of qualitative research uses a cross sectional approach, namely data collection from the age of two to four years at the same time in order to obtain complete and fast data so that it can describe each individual in the process of acquiring his language. The focus of research is all sounds or sounds that are spoken or produced by the child in a pragmatic view, namely when communicating. Sub focus in research is the sound and pronunciation of children according to the theory of Susan M. Gass and Larry Se, at the initial stage the pronunciation of children is not the same as the pronunciation of adults. Some sounds can be distinguished at first such as: the difference between consonants in [ta] and [da]. Even when children start using words that more or less resemble adult words, at least in a sense, there are different pronunciations, namely deletion of syllables (em..bek→goat), elimination of sound (japah→jerapah→giraffe), and simplification process words (fis→fish). The results showed that there was a relationship between the ability of sound produced by children and pragmatic rules according to their age. In the acquisition of languages and stages of linguistic processes with almost the same age there are also differences between children with each other.
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Rethinasamy, Souba, Cecilia Xin-Li Chen, and Ruey Shing Soo. "The Influence of Educational Background on Malaysian Chinese Learners’ Mispronunciation of /l/ and /r/." World Journal of English Language 13, no. 1 (December 25, 2022): 303. http://dx.doi.org/10.5430/wjel.v13n1p303.
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Maintaining intelligibility among interlocutors while communicating in English remains a challenging task for many second or foreign language learners. This problem is attributable to many reasons, including learners’ obstacles with pronunciation. The recurring report of Chinese learners having incomprehensible pronunciation of /l/ and /r/ in English words has engendered debate on various factors underlying the problem. Despite the extensive discussion of this issue, previous studies had overlooked educational background as a potential factor which could affect learners’ pronunciation. Thus, this study investigated mispronunciations of /l/ and /r/ among Malaysian Chinese undergraduates vis-à-vis their educational background, namely Chinese-educated (CE) and non-Chinese educated (NCE). The study objectives were to determine CE and NCE learners’ frequency of mispronunciation of English words containing /l/ and /r/ according to phoneme, phoneme position, and mispronunciation characteristics. To this end, a quantitative approach was employed to conduct the study. For data collection, two pronunciation word lists covering /l/ and /r/ in initial, medial, and final positions were provided to 20 CE and NCE undergraduates respectively for assessment purposes. The participants’ pronunciations were recorded, transcribed and transformed into numerical data. The results of the study reveal that Chinese-educated Malaysian undergraduates tend to mispronounce English words containing /l/ in medial and final positions. Furthermore, words containing /l/ in the medial position tend to be substituted; while words with /l/ in the final position tend to be deleted or vocalized by the students. The findings of this study provide valuable insights into the teaching and learning of English pronunciation.
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Zulfadhli Nokman, Ahmad, Azman Che Mat, Ahmad Fakrulazizi Abu Bakar, Nor Shaifura Musilehat, and Ahmad Nazuki Marzuki Yaakub. "A Study on The First-Language Influence on The Arabic Pronunciation among Terengganuians in Malaysia." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 76. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.76.
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This study focuses on exploring the influences of the first-language influence on the Arabic pronunciation among Terengganuian learners. The study has involved five students, who were born in Terengganu, who communicate using the Terengganuian dialect. The students were asked to read some Arabic sentences while the researcher recorded their voices. Then, their pronunciations were transcribed and analysed. The findings showed that the influences of the Terengganuian dialect on the Arabic pronunciation actually exist. The respondents showed their habits unintentionally in pronouncing the sound /ŋ/ while uttering such Arabic words which have been spelt with the letter ‘n’. This phenomenon is very familiar among Terengganuian people in terms of their local dialect.
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Irwansyah, Irwansyah. "INTERFERENSI BAHASA MBOJO DALAM TUTURAN BAHASA INDONESIA SISWA KELAS VII SMPN 4 BOLO, BIMA." CENDEKIA: Journal of Education and Teaching 11, no. 1 (January 14, 2017): 31. http://dx.doi.org/10.30957/cendekia.v11i1.249.
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This study was initiated by language problems spoken by students of SMPN 4 Bolo, Bima. The study aimed to determine level of interference of native language (Mbojo Language) on Indonesian. This study used descriptive qualitative approach. Subject of this study were students and teachers of SMPN 4 Bolo. Data were collected using observation and interview. The study discovered that interference of Mbojo language into bahasa Indonesia occurred in: pronunciation and diction. pronunciations (sound) in speech included: errors of pronunciation, i.e. changes of phonemes, phoneme disappearance, addition of phonemes, and, pausing pause in a group of words and also interference in sentence level. Interference on diction appeared in the use of vocabulary, phrase and diction.
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Abdurrahman, Muhammad Quwwatul Islam. "توسيع وتضييق المعنى في القرآن الكري." البصيرة: مجلة الدراسات الإسلامية 3, no. 2 (October 13, 2022): 108–24. http://dx.doi.org/10.36701/bashirah.v3i2.532.
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This study aims to identify semantic developments in the pronunciation of the Qur'an based on modern linguistic studies, and to find out the views of linguists and commentators both classical and contemporary, regarding the manifestations of semantic development, especially in narrowing and expanding the meaning contained in pronunciation. -recitation of the Qur'an, and knowledge of linguistic phenomena and their factors. This study uses a descriptive analytical approach. The results show that classical and contemporary scholars have clarified the pronunciations in the Qur'an which refer to a broader meaning than in the past, and the connotations are wider than before, and show a narrower meaning than before, and its connotations become narrower than before.
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Samuel, Carolyn. "Pronunciation Pegs." TESL Canada Journal 27, no. 2 (May 19, 2010): 103. http://dx.doi.org/10.18806/tesl.v27i2.1051.
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An ESL instructor describes her experience of using pronunciation pegs, a method to foster the self-monitoring and self-correction of pronunciation mistakes with a view to helping university-level students deal with the ongoing challenge of producing target-like pronunciation. The appeal of pegs to students led the instructor to reflect on what makes adopting target pronunciation problematic, how pegs can be adapted to various learning styles, and how cultural differences can have an effect on the appreciation of pegs. Finally, the instructor sought a theoretical explanation for how pegs worked and found this in anchoring and covert rehearsal.
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Pennington, Martha C., and Jack C. Richards. "Pronunciation Revisited." TESOL Quarterly 20, no. 2 (June 1986): 207. http://dx.doi.org/10.2307/3586541.
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