Gotowe bibliografie tematyczne / English language pronunciation

Gotowa bibliografia na temat „English language pronunciation”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "English language pronunciation"

Akbar Khansir, Ali, i Afsaneh Salehabadi. "Study of Consonant Pronunciations Errors Committed by EFL Learners". English Literature and Language Review, nr 55 (15.05.2019): 48–56. http://dx.doi.org/10.32861/ellr.55.48.56.

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As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

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Sari, Suci Permata, Yuli Herman i Risza Dwiputri. "STUDENTS’ ERRORS IN ENGLISH VOWEL PRONUNCIATION". ELP (Journal of English Language Pedagogy) 8, nr 1 (7.01.2023): 138–50. http://dx.doi.org/10.36665/elp.v8i1.676.

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This research aimed to describe students’ error in English vowel pronunciation and the factors caused these errors at fourth semester students in English Education Department of UMMY Solok in 2021/2022 academic year. The researcher found some problems in English vowel pronunciation; students had lack of knowledge of pronunciation and understanding of English words, and students struggled as there are no similar sounds of their original language or mother tongue in English. This research was conducted by using descriptive quantitative. The sample of the research was all fourth semester students in English Education Department of UMMY Solok in 2021/2022 academic year, which consist of 14 students. The data were collected through pronunciation test and questionnaire. The results of this research showed that the level of students score in English vowel pronunciation was “very good”. However, there are five majors of students’ error. These errors occurred in the pronunciation of vowels /ɪ/, /ɒ/, /ɔ:/, /ɜ:/, and /ǝ/. Then, the factor affecting students to do errors was interlingual errors, the errors caused by the difference between pronunciations letters of students’ first language with the target language. It is hoped that this research will be useful for the lecturers, students and the next researchers.

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Yao, Yuanfei. "The Study of the Effects of Yunnan Yuxi Dialect on Received Pronunciation". Theory and Practice in Language Studies 10, nr 6 (1.06.2020): 664. http://dx.doi.org/10.17507/tpls.1006.06.

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In A Brief Analysis of Yuxi Dialect, Fu Chang makes a detailed explanation on dialects’ features and the value of its study. In The General Received Pronunciation of British English by Fengtong Chang, the author dealt with reasons why London English became standard English, and also elaborated on consonants and vowels in British English. Up to today no one has ever made a contrast between the two languages and further diminished the interference from dialect in English pronunciation learning of the Yuxi students. This paper is designed to make a contrast between the two languages: Yuxi dialect in Zhoucheng and Received Pronunciation; as well as the differences between their consonants and vowels respectively can be achieved to rectify the pronunciations’ deviation in English learning. It is intended to improve English teaching quality of Yuxi dialect speakers and enhance the pronunciation standardization of English there.

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Ahmed, Akeel. "Bungled Pronunciation of English in Colleges of Punjab, Pakistan: A Survey Along with its Ramifications". International Journal of Engineering & Technology 7, nr 4.38 (3.12.2018): 1022. http://dx.doi.org/10.14419/ijet.v7i4.38.27631.

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The prime and predominant objective of this study is to investigate and analyze the botched pronunciation of English language words prevalent in public and private sector colleges of Punjab, Pakistan. We have discussed that, what are the key factors which are responsible for such botched and poor pronunciation. The paper has surfaced the bungled pronunciation got through an oral questionnaire. The paper has identified the major pitfalls embedded in English language pronunciation while pointing out why it is happening and where the problem lies. A comparative study regarding public colleges of those countries where English is secondary language viz. India, Bangladesh and Sri Lanka. Students of different subjects and teachers of different subjects having teaching experience of several level have been taken on board. Altogether 30 govt. in-service public sector college teachers and 40 teachers from private sector colleges responded to the questionnaire; and 117 students from private and public sector colleges tendered responses. The study has underpinned the English language skill of the teachers by pinpointing that what weightage pronunciations bears in English language skill.

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Al-Yami, Eman M., i 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, nr 10 (1.10.2021): 1237–48. http://dx.doi.org/10.17507/tpls.1110.11.

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This study investigates the pronunciation difficulty of selected English consonant clusters (CCs) encountered by Saudi EFL learners. The sample consisted of 134 female Saudi EFL students in their freshman year in the English Department at Najran University. Two instruments were used: a pronunciation test that assessed participants’ CC pronunciations in the onset and coda positions and a questionnaire that explored participants’ attitudes towards their CC pronunciations. This study provides detailed data on the participants’ pronunciation difficulties using Optimality Theory (OT). The results showed that the participants encountered CC pronunciation difficulties in both the onset and coda positions. However, most errors occurred in the coda position, especially for the four-consonant pattern (-CCCC). Participants used different strategies to simplify their CC pronunciations: epenthesis, deletion, substitution, or some combination thereof. Questionnaire data indicated that the participants attributed their pronunciation difficulties to inadequate knowledge of the pronunciation rules, insufficient language instruction, and native-language influence. The participants proffered some remedies to their difficulties, which included doing more pronunciation drills and offering a new course focused primarily on correct pronunciation. OT analysis revealed that onset clusters were mainly influenced by L1 ranking constraints whereas coda clusters were more influenced by universal Markedness constraints. OT indicated that the tendency to satisfy Markedness constraints over the Faithfulness constraints led the participants to use the above-mentioned simplification strategies.

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Talebzadeh, Hossein, i Leila Gholami. "The Relationship between English Pronunciation Self-Concept and English Learning". International Letters of Social and Humanistic Sciences 60 (wrzesień 2015): 54–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.54.

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English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu’s (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments

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Karlina, Yeni, Amin Rahman i Raqib Chowdhury. "Designing Phonetic Alphabets for Bahasa Indonesia (PABI) for the teaching of intelligible English pronunciation in Indonesia". Indonesian Journal of Applied Linguistics 9, nr 3 (10.02.2020): 726–34. http://dx.doi.org/10.17509/ijal.v9i3.23223.

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The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the development of Phonetic Alphabets for Bahasa Indonesia (PABI). This practical instrument allows English teachers and students in Indonesia to transcribe the pronunciations of English words into phonetic transcription with locally-appropriate readability and accessibility without compromising the pronunciation intelligibility. The development of PABI started with contrastive analysis of common phonemes in the two languages, i.e., English and Bahasa Indonesia (BI). Next, we identified the English phonemes missing in Bahasa Indonesia which English learners in Indonesia have to conceptualise. We then located those English sound ‘pairs’ which seem identical to Indonesians and are thus used interchangeably in BI. A corpus of 30,000 commonly used English words was transcribed in PABI using a computer software IPA to L1PA developed by Rahman and Bhattacharya (2020). Proposals to modify the IPA to suit the BI sound system entailed the adjustments in the consonant phonemes, vowel phonemes, and cluster sounds. These adjustments are expected to improve the readability and accessibility of the conventional IPA in facilitating the teaching and learning of intelligible English pronunciation in Indonesia. Practical uses of the PABI guidelines are drawn to improve its utility. Implications for the development of context sensitive and locally-appropriate pronunciation teaching and learning are drawn based on the findings.

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Arsanto, Albertus Yordhana, Adityo Prawinanto i Barli Bram. "Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University". Vision: Journal for Language and Foreign Language Learning 8, nr 2 (25.11.2019): 118. http://dx.doi.org/10.21580/vjv8i23816.

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<p>This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.</p>

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MARCHAND, YANNICK, i ROBERT I. DAMPER. "Can syllabification improve pronunciation by analogy of English?" Natural Language Engineering 13, nr 1 (10.01.2006): 1–24. http://dx.doi.org/10.1017/s1351324905004043.

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In spite of difficulty in defining the syllable unequivocally, and controversy over its role in theories of spoken and written language processing, the syllable is a potentially useful unit in several practical tasks which arise in computational linguistics and speech technology. For instance, syllable structure might embody valuable information for building word models in automatic speech recognition, and concatenative speech synthesis might use syllables or demisyllables as basic units. In this paper, we first present an algorithm for determining syllable boundaries in the orthographic form of unknown words that works by analogical reasoning from a database or corpus of known syllabifications. We call this syllabification by analogy (SbA). It is similarly motivated to our existing pronunciation by analogy (PbA) which predicts pronunciations for unknown words (specified by their spellings) by inference from a dictionary of known word spellings and corresponding pronunciations. We show that including perfect (according to the corpus) syllable boundary information in the orthographic input can dramatically improve the performance of pronunciation by analogy of English words, but such information would not be available to a practical system. So we next investigate combining automatically-inferred syllabification and pronunciation in two different ways: the series model in which syllabification is followed sequentially by pronunciation generation; and the parallel model in which syllabification and pronunciation are simultaneously inferred. Unfortunately, neither improves performance over PbA without syllabification. Possible reasons for this failure are explored via an analysis of syllabification and pronunciation errors.

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Faisal, Farukh. "Investigating the Problems of Letters-Based Pronunciation". Sprin Journal of Arts, Humanities and Social Sciences 2, nr 11 (1.11.2023): 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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Rozprawy doktorskie na temat "English language pronunciation"

Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises". Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.

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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observations and experience, and ideation based on the theory of CLT. The analysis resulted in three communicative pronunciation tasks which each include communicative features. However, each of the tasks also face challenges in realising the principles of CLT and are therefore examples on how to begin developing new language tasks, rather than finished model examples of communicative pronunciation tasks. Further research should be conducted in order to prove the functionality of the CPTs presented in this thesis, and to develop them further.

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Бондаренко, Юлия Станиславовна, Алена Владимировна Сауляк, Юлія Станіславівна Бондаренко, Yuliia Stanislavivna Bondarenko, Alona Yevhenivna Sauliak i Альона Євгенівна Сауляк. "Estuary as the latest pronunciation standard of the English language". Thesis, Нижний Новгород: Издательство Волго-Вятской академии государственной службы, 2010. http://essuir.sumdu.edu.ua/handle/123456789/2749.

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The nature of Estuary English is investigated in this paper. The description of phonemic variety of this pronunciation standard is analyzed. The Popularity of the Pronunciation Standard is given.
У статті розглянуто вимовний варіант англійської мови Ест’юарі, подано опис фонемічної варіативності цієї вимовної норм та популярність цього вимовного стандарту. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/2749

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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.

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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.

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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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Östlund, Fredrik. "British vs American English : Pronunciation in the EFL Classroom". Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31.

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Today English is a world language; it is spoken by millions both as first and second language almost all over the world. The varieties best known to Swedish pupils are the varieties British and American English. Another variety of English, which is spoken by both native and non-native speakers, is a mixture of British English and American English called Mid-Atlantic English. As long as the English language has been a part of the Swedish curriculum, the leading variety taught has been British English, but lately American English has influenced Swedish teenagers because of its prominent status in media. Since both British English and American English are used in Swedish schools, different attitudes can be perceived among pupils and teachers towards these two varieties. The aim of this paper is to determine if Swedish pupils are using British or American English or if they mix these two varieties. Attitudes and prejudice amongst pupils and their teachers towards these two varieties are looked into as well as whether the pupils speak the variety of English they claim they speak. The question of why the pupils speak the variety they do is also investigated. The results show that most pupils mix British and American English and that American English features predominate in the mix. According to this investigation, teachers and pupils find British English to be a bit “snobbish” while American English can sound a bit “cocky” to them. This investigation concludes that the two major influences on the pupils are their teachers and different kind of media.

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Yeung, Wai Han Gloria. "A study on the pronunciation of Hong Kong English : a variety of English". HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/87.

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Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.

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Wen, Tao-Chih. "The Role of Motivation in Second Language Pronunciation". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4829/.

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This thesis investigates the phonological ability of exceptional second language (L2) learners of English and their levels of motivation. This study is the first of its kind to do a large-scale examination of L2 learners whose first languages (L1s) do not belong to the same Indo-European language family as English. Fifteen non-native speakers (NNSs) of English filled out a questionnaire and produced four speech samples, including a picture description task, paragraph reading task, sentence reading and word reading task. Fifteen native speaker (NS) controls also produced the same speech samples. Four NSs judged all participants' accents. Six NNSs scored as highly as NSs on some of the speech segments using a 2-standard deviation (SD) cut-off point. There was no significant correlation between their scores on pronunciation and motivation.

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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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Bott, Ann-Marie Krueger. "Computer-Aided Self-Access Pronunciation Materials Designed to Teach Stress in American English". Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd903.pdf.

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Książki na temat "English language pronunciation"

Cruttenden, Alan (1936- ). Oprac, red. Gimson's pronunciation of English. Wyd. 7. London: Hodder Education, an Hachette UK Company, 2008.

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

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C, Gimson A., red. Gimson's pronunciation of English. Wyd. 5. London: E. Arnold, 1994.

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C, Gimson A., red. Gimson's pronunciation of English. Wyd. 6. London: Arnold, 2001.

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Rogerson-Revell, Pamela. English phonology and pronunciation teaching. London: Continuum, 2011.

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

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Grant, Linda. Well said: Advanced English pronunciation. Boston: Heinle & Heinle, 1993.

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Williams, Linda VerLee. Well said: Advanced English pronunciation. Boston: Heinle & Heinle, 1993.

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Prator, Clifford H. Manual of American English pronunciation. Wyd. 4. New York: Holt, Rinehart, and Winston, 1985.

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Wynn, J. B. An English pronunciation dictionary: (a concise dictionary of received pronunciation). Douglas, Isle of Man: Domino Books Ltd, 1987.

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Części książek na temat "English language pronunciation"

Lennon, Paul. "Pronunciation". W 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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Brown, James Dean, i Dustin Crowther. "Where Connected Speech Fits into English Language Learning". W Shaping Learners' Pronunciation, 3–28. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003144779-2.

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Foote, Jennifer A., i Pavel Trofimovich. "Second language pronunciation learning". W The Routledge Handbook of Contemporary English Pronunciation, 75–90. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-6.

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Pennington, Martha C., i Pamela Rogerson-Revell. "Phonology in Language Learning". W English Pronunciation Teaching and Research, 57–118. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_2.

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Deterding, David, i Christine Lewis. "Pronunciation in English as Lingua Franca". W Second Handbook of English Language Teaching, 785–98. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_41.

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Deterding, David, i Christine Lewis. "Pronunciation in English as Lingua Franca". W Second Handbook of English Language Teaching, 1–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_41-1.

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Kang, Okim, i Alyssa Kermad. "Assessment in second language pronunciation". W The Routledge Handbook of Contemporary English Pronunciation, 511–26. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-32.

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Gómez-Lacabex, Esther, i Francisco Gallardo-del-Puerto. "Pronunciation in EMI". W Language Use in English-Medium Instruction at University, 126–44. New York : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781003134534-7.

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He, Xinrong, i Barry Lee Reynolds. "Adaptable Teaching of Grammar, Vocabulary, and Pronunciation". W Adaptable English Language Teaching, 195–210. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003361701-16.

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Porzuczek, Andrzej. "Handling Global and Local English Pronunciation Errors". W Second Language Learning and Teaching, 169–87. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_10.

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Streszczenia konferencji na temat "English language pronunciation"

Hieu, Pham Le. "A Study on Learning Pronunciation Strategies Used by English-Majored Students at the Ho Chi Minh City University of Food Industry". W 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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Amaraweera, Sankaja, i Sucheru Dissanayake. "Pronunciational Swings: British and American Influences on the English Pronunciation of English as a Second Language Learners in Sri Lanka". W 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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Guevara, Cesar, Dorys Maribel Cumbe Coraizaca, Mike David Nunez Morales i Vicente Bolívar Guzmán Bárcenes. "English Pronunciation IPA mobile Application". W 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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Khaw, Yen Min, i Tien Ping Tan. "Pronunciation Modeling for Malaysian English". W 2012 International Conference on Asian Language Processing (IALP). IEEE, 2012. http://dx.doi.org/10.1109/ialp.2012.72.

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Almeida, Adriana Barretta. "English as an international language and Google's pronunciation tool". W V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-188.

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Introduction: The Google pronunciation tool is widely used by English teachers to improve students' pronunciation, and is also, and mainly, an accessible tool for online teaching, as it is available free of charge to all users of the platform. Objective: This article questions how beneficial or harmful this use can be for teaching speaking skills. Materials and Methods: This tool was analyzed in this article in light of the concept of English as a Lingua Franca (ILF), which proposes a decolonial look at the teaching-learning of the language, untying the concept of proficiency from the perfect imitation of the pronunciation of natives of the countries of greater hegemonic power, mainly the United States and England. We explore the evolution of English teaching in Brazil, highlighting a post-structuralist approach to language, which questions the traditional view of language as a structured system ready to be “acquired”. In this sense, a flexible approach is advocated that values the different variants of English, including that spoken by non-natives. In this article, we carried out an investigation into the use of the tool by a student at level B1 (pre-intermediate). Images of the screen were recorded showing the tool's assessment of the student's pronunciation. Results: The Google tool, although useful, is criticized here for restricting itself to prestigious variants and promoting a purist view of pronunciation. The corrections proposed by the tool demonstrate a restricted view of the language, suggesting modifications that would not interfere with the intelligibility of the student's speech. Conclusion: We propose an expansion of pronunciation options and a more flexible approach to assessing speech intelligibility, reflecting linguistic diversity. These considerations are urgent given the importance of Information and Communication Technologies (ICTs) in contemporary teaching.

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Muhammed, Areen. "Investigating the English Pronunciation Problems for Non-Native Speakers of the Language: A Study on Charmo University Students". W 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.945.

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There are plenty of articles and papers focusing on second language learning and its methods; however, very few studies can be found to investigate the pronunciation problems of undergraduate students. In addition, understanding pronunciation is an important part of communicative competence. It is widely approved that students should master pronunciation to be able to grasp the language adequately; moreover, many solutions have been carried out. Yet, students should find out the problems to be able to fix the issues. The purpose of this study is to investigate the problems non-native speakers of English have, especially undergraduate students. Students with better and acceptable pronunciation can easily improve their other language skills than those with weak pronunciation. Throughout the study, university students were used as the tool to investigate the problems and later suggestions, recommendations, and solutions were given based on the data the researcher found. In this research two methods of data collection were used; qualitative (Interview) and quantitative (Questionnaire) were used on Charmo University / English Department Students.

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Bernstein, Jared, Michael Cohen, Hy Murveit, Dimitry Rtischev i Mitchel Weintraub. "Automatic evaluation and training in English pronunciation". W First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-313.

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Minematsu, Nobuaki, i Seiichi Nakagawa. "Instantaneous estimation of prosodic pronunciation habits for Japanese students to learn English pronunciation". W 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA: ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-510.

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Madjid, Hilda Izzati, Amelia Rahmawati, Elvi Rahmawati i Eva Ihda Farihatunnisa’. "The Correlation Between Pre-Service Teachers’ Listening Habit and Pronunciation Awareness". W International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.044.

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Hajizadeh, Fatima. "OPTIONS FOR STUDYING AMERICAN ENGLISH BY STUDENTS USING MODERN TEACHING METHODS". W PROCEEDINGS OF INTERNATIONALTURKISH WORLD TOURISM, ECONOMICS AND CULTURAL HERITAGE SYMPOSIUM. Türkiye Milli Komisyonu, 2022. http://dx.doi.org/10.36962/itwtechs24062022-361.

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The article deals with the problem of the options of studying American English by students using modern teaching methods. Particular attention is given to that English is the most popular language, namely the American version of English is the predominant language in the world. The analysis of the research highlighted the importance of distinctive features of grammar, context, pronunciation and the specifics of regional variants of American English. Versions of the subtleties of studying American English were put forward, which included humor, online resources and entertainment. In conclusion, the emphasis is placed on the fact that the use of modern teaching methods gives students the opportunity to be better acquainted with the culture and history of the United States. Furthermore, such methods also helps students to meet American reality and pronunciation. Keywords: American English, language, options fo r learning a foreign language.

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Raporty organizacyjne na temat "English language pronunciation"

Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko i Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], czerwiec 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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