Rozprawy doktorskie: „English language pronunciation”

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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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Barros, Ana Marina do Val. "Pronunciation difficulties in the consonant system experienced by Arabic speakers when learning English after the age of puberty". Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2937.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vi, 80 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 70-77).

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Pihko, Marja-Kaisa. ""His English sounded strange" : the intelligibility of native and non-native English pronunciation to Finnish learners of English /". Online version, 1997. http://bibpurl.oclc.org/web/25092.

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Tegnered, Axel, i Jonas Rentner. "The Importance of Pronunciation Instruction in the English as a Foreign Language Classroom". Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167481.

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The field of pronunciation instruction has long been a neglected area. In recent years, however, researchers have found a renewed interest in the subject. For example, research has been conducted to investigate the views on pronunciation instruction held by teachers and learners. In light of this, the present study seeks to explore the field of research in pronunciation instruction to answer the question of whether pronunciation instruction is important and beneficial for learners of English as a foreign language. The results of the present study show that teachers and learners alike consider pronunciation instruction an integral part of language teaching. Furthermore, the results show that pronunciation affects comprehension and that pronunciation teaching has positive effects on pronunciation development. In the present study, these results are connected to the Swedish school context, where we draw the conclusion that pronunciation should be included in the English language classroom to a greater extent than is the case at the time of writing this thesis.

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Picard, Marc. "On teaching the pronunciation of allophones : the case of flapping in North American English". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32937.

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This study is primarily concerned with the issue of determining whether it is worthwhile to try to teach the correct pronunciation of subphonemic segments in ESL courses. It focuses specifically on the allophones [J, J] produced by the Flapping (or Tapping) of medial and final alveolar stops in North American English. Through an exhaustive examination of the ESL and TESL pronunciation manuals that have been published in the last thirty years or so, an assessment is first made of the manner and extent to which this widespread phonological process has been dealt with by the authors of such books. These findings are then compared with the opinions expressed by researchers in the field of second language education in order to determine what sort of consensus currently exists on this issue. The general conclusion is that since flaps are demonstrably the most salient of all NAE allophones and occur as phonemes in the first language of many ESL learners, these segments should be given due consideration in any pronunciation curriculum.

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Chan, Nga-ting, i 陳雅庭. "A study of English pronunciation teaching of stress and rhythm to Cantonese speakers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517605X.

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Dorina, Dibra. "Real-time interactive visualization aiding pronunciation of English as a second language". Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40264.

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Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different real-time interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.We evaluated the effect of our prototype with an experiment with children aged from 9 to 11years old. We followed an experimental approach with a control group and three experimental groups. We tested our hypothesis that states that the use of a combined visualization style can have greater impact at learning pronunciation in comparison with traditional learning approach.Initial descriptive analyses were suggesting promising results for the group that used the combined visualization prototype. However, additional statistical analyses were carried out in order to measure the effect of prototype as accurately as possible within the constraints of our study. Further analyses provided evidence that our combined visualizations prototype has positively affected the learning of pronunciation. Nonetheless, the difference was not big comparing to the system that employed only wave of sound visualization. Ability to perceive visual information differs among individuals. Therefore, further research with different sample division is needed to determine whether is the combination of visualizations that does the effect, or is the wave in itself. Slitting groups based on this characteristic and perform the testing will be considered for the future research.Eventually, we can be confident to continue exploring further the possibility of integrating our proposed combination of two visualization styles in teaching practices of second language learning, due to positive outcomes that our current research outlined. In addition, from a technological perspective, our work is at the forefront of exploring the use of tools such as Web Audio API for CALL.

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Farina, Marcella. "The Effect of Input Modality on Pronunciation Accuracy of English Language Learners". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.

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The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; TESOL

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Tegnered, Axel, i Jonas Rentner. "Teachers’ Views on Teaching English Pronunciation : A Phenomenographic Study of Upper-secondary Teachers’ Views and Reported Practices". Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177896.

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This study investigates Swedish upper-secondary teachers’ views and reported practices regarding pronunciation instruction in the English-as-a-foreign-language classroom. It adopts a mixed-method design, analysing qualitative data collected from a focus-group interview (N=4) and quantitative data collected from an online survey (N=54). To investigate the views and reported practices of teachers, the following research questions were posed: 1. What are the views and attitudes of English teachers in the Swedish upper-secondary school regarding pronunciation and pronunciation instruction? 2. How do English teachers in the Swedish upper-secondary school describe their own practices in pronunciation instruction? Results indicate that teachers generally value comprehensibility as the most important aim of pronunciation instruction. However, a native-like accent still seems to be highly valued, and nativeness norms still seem to affect teachers’ views and practices to some extent. Finally, our findings indicate that teachers spend very little time on pronunciation teaching in general, and they highlight that other aspects of language instruction are more important.

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Véliz, Campos Mauricio Enrique. "Pronunciation learning strategy use, aptitude, and their relationship with pronunciation performance of pre-service English language teachers in Chile". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17794.

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The main objective of this thesis is to establish whether or not there is a relationship between (foreign) language aptitude, pronunciation learning strategies (PLSs), and pronunciation performance. Also, embedded in the major objective is the aim of uncovering which PLSs are most frequently used and which PLSs have been used for the longest period of time. Following a positivistic approach to research, through a correlational and statistically descriptive methodology, all participants were asked to take three tests, each of which was intended to gather data for the three major variables under consideration, namely an adapted version of the Strategic Pronunciation Learning Survey (SPLS), the first two sections of the Modern Language Aptitude Test (MLAT), and a Pronunciation Test (PT), developed by the researcher. The study was conducted at a teacher education university in Chile, with a sample of 43 students, 24 of whom were Year 2 students and 19 were Year 3 students at the time of data collection. The results suggest that there is a good deal of coincidence between those PLSs that are used with the highest frequency and those used with the greatest duration. The results also indicate that the PLSs that are more frequently used and that have been used for the longest period of time by the participants seem to be of a cognitive type, following Oxford’s (1990) broad classification of learning strategies. Finally, the Spearman correlation tests and the diverse statistical models applied reveal that no major correlations were found between PLS frequency/duration and pronunciation accuracy; nor was a major correlation found between language aptitude and pronunciation accuracy. Nonetheless, the application of a statistical model comprising the most frequently used PLSs and those with the longest duration yielded a positive correlation between these PLSs and pronunciation intelligibility levels. Future studies incorporating motivational elements are required to establish how they correlate with pronunciation accuracy in particular. Similarly, research seeking to establish correlations between (a new version of) PLSs, grouped into factors through factor analysis, and pronunciation accuracy is recommended. Lastly, language aptitude – viewed, conceptualised, and quite possibly measured differently, considering differentiating elements (Robinson, 2007; Winke, 2013), is to be further examined to establish whether it can explain pronunciation accuracy in a larger sample of participants.

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Johansson, Caroline. "Received Pronunciation, Estuary English and Cockney English: A Phonologic and Sociolinguistic Comparison of Three British English Accents". Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31481.

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Zhang, Lan, i 章澜. "Development and assessment of an acoustics-based multisensory accent reduction system". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48330188.

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Technological advancements in the recent past have provided new methods for learning to speak English as a second language (ESL). The majority of accent reduction training regimes nowadays involve the use of different media as teaching and learning cues such as video or audio signals. However, few such programs have been proven to actually provide efficient and useful feed back to ESL learners, and few offers evidence proving that such multisensory approach of accent reduction is superior to traditional unisensory (auditory-only) approach. The present study intended to design and assess the effectiveness and efficacy of a multisensory, acoustics-based accent reduction training system that is capable of training foreign speakers to correctly produce English vowels by providing instantaneous auditory and visual feedback to the users. The study also validated the system against traditional accent modification regimes by objectively comparing the efficacy of such system with traditional accent reduction training. Results indicate that multimedia-based training with instantaneous visual and auditory feedback yielded significant improvement in accent reduction.
published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy

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Shum, Nam Lung, i 沈南龍. "The occurrence of schwa among Cantonese speakers of English in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31949654.

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Boyd, Adriane. "Pronunciation Modeling in Spelling Correction for Writers of English as a Foreign Language". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211982544.

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Morris-Wilson, Ian. "Attitudes towards Finnish-accented English". Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/3464.

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The thesis opens with a discussion of what attitudes are, and develops with a review of studies of attitudes towards pronunciation error, attitudes towards foreign accents and perception of foreign-accented speakers. The empirical part of the thesis attempts to identify how native (British) and Finnish listeners of English react to and evaluate typical segmental features of mispronunciation in the English speech of Finnish men and women of various ages. Two experiments using modifications of the matched-guise technique were conducted, one to consider error evaluation and to establish a hierarchy of segmental mispronunciation, the other to examine speaker evaluation, the image of the speaker created by the mispronunciation. Recordings of Finnish-accented English were presented to male and female listeners of various ages, and reactions collected. Statistical analyses of the results were carried out and the following general conclusions were drawn: the English labiodental lenis fricative /v/ when mispronounced in the typical Finnish manner as a labiodental frictionless continuant [u] is not tolerated by native English listeners at all, though it is highly tolerated by Finnish-speaking listeners (and Swedish-speaking Finns) themselves; the degree of mispronunciation in Finnish-accented English seriously affects listeners' estimations of the speaker's age, bad mispronunciation prompting under-estimation of age and good pronunciation over-estimation; both Finnish-speaking listeners and English-speaking listeners have almost identical clear pre-set standards about what constitutes 'good' and 'bad' pronunciation; a Finnish speaker's phonemically 'better' and 'worse' pronunciation affects the image listeners have of the speaker, status/competence traits in particular being up-graded for better pronunciation, solidarity/benevolence traits remaining broadly unaffected, and Englishspeaking listeners generally being more positive towards the Finnish-accented speakers than compatriot Finns.

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Lam, Ngai Wai Caren. "[L]/[n] alternation in Hong Kong English". HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/562.

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Ling, Hiu-yan, i 凌曉欣. "Production of English /r/ and /w/ by Cantonese L1 speakers in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45161926.

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Chan, Pik-ha, i 陳碧霞. "An investigation into the perception (and production) of English word-initial consonants by native speakers of Cantonese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3194498X.

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Pettersson, Jessica. "British, American or Mid-Atlantic English : What accent do Swedish learner use and where do they get their influences from?" Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1747.

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Titel: British, American or Mid-Atlantic English: What accent do Swedish learners use and where do they get their influences from?

Författare: Jessica Pettersson

Engelska C, terminsuppsats 2008

Antal sidor: 38

Abstract: The main purpose of this paper was to determine whether learners in lower secondary school used the British English accent, the American English accent, or if they perhaps mixed the two accents. I also wanted to find out from where the students got their influences. It is no longer prohibited in the Swedish curriculum to use other accents than the British one, and due to that it was interesting to see if the learners began to get their influences from somewhere else but their teacher. Teachers are also free to choose what accent they want to use. It often seems to be the case that learners take after their teacher’s pronunciation, but it is widely believed that they are also influenced by the English they hear in their spare time. Most of the learners in this investigation said in the survey that they preferred watching TV-shows and movies from the USA and therefore appeared to prefer an American accent. My informant study shows that most of the learners who took part in the test spoke with a British accent when reading single words, but when it came to reading sentences a mix of the two major varieties became noticeable. The results indicate that learners are first and foremost influenced by their teacher and what accent he or she uses and to a somewhat lesser extent by the English they come across when they are not in school.

Nyckelord: British English, American English, Mid-Atlantic English, pronunciation, accents, influences.

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Robertson, Fritz Soule. "English diction for singers : a self-instructional course of study utilizing the international phonetic alphabet with self-test materials". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941577.

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This dissertation, which takes the form of a creative project as is sanctioned by the Doctor of Arts Curricular Program, is a self-instructional course in solo singers' English diction. It is designed for Freshman-level voice majors and no prior knowledge of diction is assumed. The course attempts to achieve three basic goals: to serve as an introduction to the International Phonetic Alphabet (IPA), to alleviate the often overburdened Sophomore-level diction course, and to raise the concerns of English diction to a level comparable with those of Italian, German and French.The course falls naturally into three main divisions:Chapters III-VIan introduction to the IPA, the identification of allvowel and consonant sounds in English, the correctIPA symbols for those sounds, and simple transcriptionof English words into IPA;Chapters VII-Xa detailed analysis of the rules of English dictionand the IPA, including linkage, poetical and musicalstress, and declamation;Chapter XIthe preparation of complete song texts, applyingall the knowledge and skills learned in the course.Each chapter has accompanying exercises which require the student to use information contained in that particular chapter; self-tests for each chapter are provided at the end of the course. Answers for all accompanying exercises and all self-tests are included in the Appendixes. The Appendixes also include a listing of the sources for the extensive musical examples, a pitch nomenclature chart, and a quick-reference guide to the IPA symbols as well as the vocabulary introduced in the course.
School of Music

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Pecue, Caleb J. "Utilizing Audiovisual Stimuli in the Classroom to Facilitate Pronunciation of French Stop Consonants". Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1589836.

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Katsuva, N. "An analysis of pronunciation errors in the acquisition of English by Nande native speakers". Thesis, University of Essex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379391.

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Martins, Cristiana Gomes de Freitas Menezes. "The evaluation of educational software programs for English as a foreign language and/or second language pronunciation development". Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14859.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
The purpose of this study was to evaluate how well educational software programs teach English as a Foreign Language and/or Second Language (EFL/ESL) pronunciation following the principles of the Communicative Approach (CELCE-MURCIA et al., 2010). In the first stage of the research, a software program evaluation instrument was developed and validated. Forty-six EFL/ESL teachers used it to analyze an online version of the software program Pronunciation Power 2. The responses of the participants were submitted for statistical analysis. An ICC of 0.983 (zero point nine hundred eighty-three) for the responses indicated a high degree of correlation in the evaluation of the instrument items used by the participants. The results of the One-Way ANOVA also indicated that there was no significant difference (p> 0.05) in the evaluation of the items. The Cronbach's alpha coefficient obtained was 0.918 (zero point nine hundred and eighteen), indicating a high degree of internal consistency. The results of the factor analysis suggested grouping the instrument items into 5 (five) components that were arranged in the following order: 1. Content Design; 2. Pedagogical Design; 3. Assessment/Flexibility Design; 4. Multimedia Design; and 5. Automatic Speech Recognition (ASR) Design. In the second stage of the research, the instrument was used to analyze 5 (five) EFL/ESL pronunciation teaching software programs available on the market. Regarding the items of the component Content Design, the analysis showed that only one software program obtained less than 50% (fifty percent) of the maximum rating, two programs obtained between 50 and 70% (fifty and seventy percent) and two other programs reached more than 80% (eighty percent) of the maximum rating. In the items of Pedagogical Design, all programs scored above 50% (fifty percent); three programs obtained between 50 and 70% (fifty and seventy percent) and two other programs obtained above 70% (seventy percent). The evaluation of the ASR Design indicated that the items for this component had minimum ratings in all programs - four software programs scored zero and only one program obtained 33.33% (thirty-three point thirty-three percent) of the maximum rating for this component. The component Assessment/Flexibility Design obtained less than 50% (fifty percent) of the maximum rating of all the group items, while the items for Multimedia Design achieved higher ratings in most programs. Two software programs obtained between 50 and 70% (fifty and seventy percent) and three scored above 70% (seventy percent). To sum up, the overall results indicate that only one software program obtained more than 75% (seventyfive percent) of the maximum rating on the instrument. The other four programs presented less than three-quarters of the necessary characteristics to potentially develop English pronunciation. Although these programs, by themselves, may not be able to develop EFL/ESL pronunciation satisfactorily, they can be used to enrich the teaching of EFL/ESL pronunciation.
Esta pesquisa teve como objetivo avaliar de que maneira softwares educativos ensinam a pronÃncia do inglÃs como LÃngua Estrangeira e/ou Segunda LÃngua (LE/L2), seguindo os princÃpios da Abordagem Comunicativa (CELCE-MURCIA et al., 2010). Na primeira etapa da pesquisa, elaboramos um instrumento de avaliaÃÃo de softwares e o submetemos a processos de validaÃÃo. Quarenta e seis professores de inglÃs como LE/L2 o utilizaram para avaliar uma versÃo online do software âPronunciation Power 2â. As respostas dos participantes foram submetidas a tratamentos estatÃsticos. O ICC encontrado, 0,983 (zero vÃrgula novecentos e oitenta e trÃs), mostrou um alto grau de correlaÃÃo na avaliaÃÃo dos itens do instrumento pelos participantes. Os resultados da ANOVA simples tambÃm apontaram que nÃo havia diferenÃa significativa (p > 0,05) na avaliaÃÃo dos itens. O Coeficiente Alpha de Cronbach obtido de 0,918 (zero vÃrgula novecentos e dezoito) indicou um elevado grau de consistÃncia interna. JÃ os resultados da AnÃlise Fatorial sugeriram o agrupamento dos itens do instrumento em 5 (cinco) componentes que foram organizados na seguinte ordem: 1. Design de ConteÃdo; 2. Design PedagÃgico; 3. Design de AvaliaÃÃo/Flexibilidade; 4. Design de MultimÃdia; e 5. Design do Mecanismo de Reconhecimento AutomÃtico de Fala (MRAF). Na segunda etapa da pesquisa, utilizamos o instrumento para analisarmos 5 (cinco) softwares para o ensino da pronÃncia do inglÃs como LE/L2 disponÃveis no mercado. Em relaÃÃo aos itens do componente Design de ConteÃdo, a anÃlise evidenciou que apenas um software obteve menos de 50% (cinquenta por cento) da pontuaÃÃo total, dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e outros dois atingiram mais de 80% (oitenta por cento) da pontuaÃÃo total. Nos itens de Design PedagÃgico, todos os softwares pontuaram acima de 50% (cinquenta por cento); trÃs softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e dois outros acima de 70% (setenta por cento). JÃ a avaliaÃÃo de Design de MRAF apontou que os itens desse componente foram os que obtiveram menor pontuaÃÃo em todos os programas â quatro softwares pontuaram zero e um Ãnico software obteve 33,33% (trinta e trÃs vÃrgula trinta e trÃs por cento) do total de pontos do componente. O componente Design de AvaliaÃÃo/Flexibilidade obteve, na maioria dos programas, menos de 50% (cinquenta por cento) da avaliaÃÃo mÃxima de todos os itens do grupo, enquanto os itens de Design de MultimÃdia atingiram maior pontuaÃÃo na maioria dos programas. Dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e trÃs pontuaram acima de 70% (setenta por cento). No somatÃrio geral, apenas um dos softwares obteve mais de 75% (setenta e cinco por cento) da pontuaÃÃo total do instrumento. Os outros quatro softwares apresentaram menos de trÃs quartos do total das caracterÃsticas necessÃrias para potencialmente desenvolverem a pronÃncia da lÃngua inglesa. Embora esses programas, por si prÃprios, nÃo sejam capazes de desenvolver a pronÃncia da lÃngua inglesa como LE/L2, eles podem ser usados para enriquecer o ensino da pronÃncia do inglÃs como LE/L2.

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Chan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.

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Furuhata, Takashi. "Exploring the relationship between English speaking subjects' verbal working memory and foreign word pronunciation and script recognition /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7741.

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Leinonen, R. (Rita). "“So that you’re feeling comfortable in speaking the language”:teacher students’ views on teaching the pronunciation of English". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705111805.

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The topic of the thesis is teacher students’ views on teaching the pronunciation of English. The topic is relevant because English is the language of international communication. Also, the topic appears not to have been researched before in Finland. The purpose of the study is to examine teacher students’ views on teaching the pronunciation of English and to investigate which topics they find relevant within the theme. The study explores the empirical findings in the light of the sociocultural theory of learning and the communicative approach to language teaching. A number of studies related specifically to pronunciation and teaching pronunciation are also exploited in order to inspect the topic more comprehensively. Seven teacher students completing the university degree for English language teachers were interviewed for the study. They were at different stages of their studies, and they had little previous experience in teaching. The interviews were conducted as semi-structured interviews, that is, as interviews with pre-set themes and suggested questions. The data were analysed with the method of content analysis. The content analysis of this study progressed through the identification of the relevant individual utterances from the data to the abstraction of the individual utterances into groups, classes and themes. The main findings show that the teacher students who participated in the study consider learning a continuous process that facilitates development. They think that in teaching pronunciation, only one language norm should be adhered to while addressing the abundance of different English accents. Moreover, the teacher students regard speaking in general and the awareness of pronunciation as learning objectives, and they consider speaking and listening central methods for teaching pronunciation. The findings also reveal that the teacher students are not a homogenous group in their opinions about teaching the pronunciation of English. As a whole, the findings support the conclusion that the teacher students promote learner-led approach in teaching. Their views on teaching pronunciation are cohesive: the learning objectives, contents as well as methods and tools they promote are largely congruent with each other. Thus, the teacher students are able to contemplate teaching pronunciation as a whole while inspecting individual elements of it. Furthermore, their views are largely consistent with the theories and earlier research related to the topic. This suggests that the teacher students have relevant theoretical knowledge about teaching pronunciation, which they are able to apply when contemplating the practical implementation of teaching the pronunciation of English
Tutkielman aihe on opettajaopiskelijoiden näkemykset englannin ääntämisen opettamisesta. Aihe on ajankohtainen, koska englantia käytetään kansainvälisen kommunikoinnin kielenä. Aihetta ei tekijän tietojen mukaan myöskään ole tutkittu aiemmin Suomessa. Tutkielman tarkoituksena on tutkia opettajaopiskelijoiden näkemyksiä englannin ääntämisen opettamisesta ja selvittää, mitkä asiat ovat heidän mielestään aiheessa keskeisiä. Tutkielman empiirisiä tuloksia tarkastellaan sosiokulttuurisen oppimiskäsityksen kautta ja lähestymällä opettamista kommunikatiivisesta näkökulmasta. Myös keskeisiä ääntämiseen ja ääntämisen opettamiseen liittyviä tutkimuksia hyödynnetään, jotta aihetta voidaan käsitellä mahdollisimman kokonaisvaltaisesti. Tutkimusta varten haastateltiin seitsemää opettajaopiskelijaa, jotka suorittivat englannin aineenopettajan yliopistotutkintoa. He olivat opinnoissaan eri vaiheissa, eikä heillä ollut merkittävää kokemusta opettamisesta. Haastattelut toteutettiin teemahaastatteluina eli haastatteluina, joissa teemat ja täydentävät kysymykset ohjasivat haastattelun kulkua. Aineisto analysoitiin sisällönanalyysillä. Tutkielman sisällönanalyysi toteutettiin etsimällä aineistosta keskeiset yksittäiset ilmaukset ja abstrahoimalla kyseiset yksittäiset ilmaukset ryhmiin, luokkiin ja teemoihin. Keskeiset löydökset osoittavat, että tutkimukseen osallistuneet opettajaopiskelijat ajattelevat oppimisen olevan prosessi, joka mahdollistaa kehittymisen. He ovat sitä mieltä, että vaikka ääntämisen opettamisessa tulee käydä läpi englannin aksenttien moninaisuus, tulee opettamisessa käyttää vain yhtä kielen normia. Opettajaopiskelijoiden mielestä puhuminen ja tietoisuus ääntämisestä ovat oppimistavoitteita, ja he näkevät puhumisen ja kuuntelemisen keskeisinä metodeina ääntämisen opettamisessa. Löydökset osoittavat myös, että opettajaopiskelijat eivät ole yhtenäinen ryhmä englannin ääntämisen opettamista koskevissa mielipiteissään. Kokonaisuutena löydökset oikeuttavat päätelmän, että opettajaopiskelijat kannattavat oppijalähtöistä näkökulmaa opettamiseen. Heidän näkemyksensä ääntämisen opettamisesta ovat johdonmukaisia: heidän tärkeinä pitämänsä opettamisen tavoitteet, sisällöt sekä metodit ja työkalut ovat keskenään yhteensopivia. Opettajaopiskelijat pystyvät siten hahmottamaan ääntämisen opettamisen kokonaisuutena, vaikka keskittyvätkin sen yksittäisiin elementteihin. Heidän näkemyksensä ovat lisäksi suurelta osin yhteneväisiä aiheeseen liittyvien teorioiden ja aiempien tutkimuksien kanssa. Tämä viittaa siihen, että heillä on oleellista teoreettista tietoa ääntämisen opettamisesta ja että he pystyvät soveltamaan tätä tietoa miettiessään ääntämisen opettamisen käytännön toteutusta

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Isaacs, Talia. "Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98938.

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This exploratory, mixed-design study investigates whether intelligibility is "enough," that is, a suitable goal and an adequate assessment criterion, for evaluating proficiency in the pronunciation of non-native English speaking graduate students in the academic domain. The study also seeks to identify those pronunciation features which are most crucial for intelligible speech.
Speech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency which is often used by institutions of higher learning to screen international teaching assistants (ITAs). Results of a fined-grained phonological analysis of the speech samples coupled with intelligibility ratings of 18 undergraduate science students suggest that intelligibility, though an adequate assessment criterion, is a necessary but not a sufficient condition for graduate students to instruct undergraduate courses as teaching assistants, and that there is a threshold level (i.e., minimum acceptable level) of intelligibility that needs to be identified more precisely. While insights about the features of pronunciation that are most critical for intelligibility are inconclusive, it is clear that intelligibility can be compromised for different reasons and is often the result of a combination of "problem areas" that interact together.
The study has some important implications for ITA training and assessment, for the design of graduate student pronunciation courses, and for future intelligibility research. It also presents a first step in validating theoretical intelligibility models which lack empirical backing (e.g., Morley, 1994).

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Mathew, Ingrid B. "Errors in pronunciation of consonants by Indonesian, Gayo and Acehnese learners of English as a foreign language". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/904.

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This thesis reports on research into consonantal phoneme pronunciation errors in the English of EFL learners from three different first language groups in the province of Aceh, northern Sumatra, Indonesia. It is a qualitative study, describing the errors found for each first language group. Error data was collected from each participant in the language laboratory using an aural discrimination test, a word repetition test and a reading passage test, and also from interviews with each participant which were recorded on audio cassettes. Analysis and explanation of the error data then followed. There were eight participants from each of the three first language groups, with equal numbers of male and female participants in each group. All were students at the State Islamic Institute or other universities in Banda Aceh, either in the English teacher training department or taking English as a compulsory subject in their degree program. At the time of the research they were aged between 19 and 25, and had all taken EFL as a subject for six years in high school. Where it was not their first language, the national language, Indonesian, was their second language. All had studied Arable. The findings indicate errors are largely limited to final stops and sibilants, and initial and final affricates and interdentals.

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Ng, Weng Kei Kei. "An investigation into non-native English teachers' attitiudes towards pedagogic models of pronunciation teaching". Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953429.

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Rung-ruang, Apichai. "English loanwords in Thai and optimality theory". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1389690.

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This study focuses on English loanwords in Thai, particularly the treatment of consonants in different environments, namely onset/coda simplification, laryngeal features, medial consonants, and liquid alternation, within the framework of Optimality Theory (OT: Prince and Smolensky 1993/2004). The major objectives are: (1) to examine the way English loanwords are adapted to a new environment, (2) to investigate how conflict between faithfulness and markedness constraints is resolved and in what ways through OT grammars, and (3) finally to be a contribution to the literature of loan phonology in OT since there has not been much literature on English loanwords in Thai within the recent theoretical framework of Optimality TheoryThe data are drawn from an English-Thai dictionary (Sethaputa 1995), an on-line English-Thai dictionary, an English loanword dictionary (Komutthamwiboon 2003), and earlier studies of English loans in Thai by Udomwong (1981), Nacaskul (1989), Raksaphet (2000), and Kenstowicz and Atiwong (2004).The study has found that Thais replace unlicensed consonants with either auditory similar segments or shared natural class segments, as in /v/ in the English and [w] in word borrowing due to auditory similarity, /g/ in the English source replaced by [k] because of shared place of articulation. Vowel insertion is found if the English source begins with /sC/ as in /skaen/ scan -> [stkc cn]. Since Thai allows consonant clusters, a second segment of the clusters is always retained if it fits the Thai phonotactics, as in /gruup/ `group' -4 [kruip]. In coda, consonant clusters must be simplified. Consonant clusters in the English source are divided into five main subgroups. Sometimes Thais retain a segment adjacent to a vowel and delete the edge, as in /lcnzi lens -4 [len].However, a postvocalic lateral [1] followed by a segment are replaced by either a nasal [n] or a glide [w]. In terms of repair strategies, the lowest ranked faithfulness constraints indicate what motivates Thais to have consonant adaptation. MAX-I0, DEP-I0, IDENT-I0 (place) reveal that segmental deletion, insertion, and replacement on the place of articulation are employed to deal with marked structures, respectively. The two lines of approaches (Positional Faithfulness, Positional Markedness) have been examined with respect to segments bearing aspiration or voicing. The findings have shown that both approaches can be employed to achieve the same result. In medial consonants, ambisyllabic consonants in the English source undergo syllable adaptation and behave like geminates in word borrowings in Thai. Most cases show that ambisyllabic/geminate consonants in loanwords are unaspirated. A few cases are aspirated.The study has revealed that there is still more room for improvement in 0T. The standard OT allowing only a single output in the surface form is challenged. Some English loanwords have multiple outputs. For instance, /aesfoolt/ `asphalt' can be pronounced either [26tf6n] or [26tf6w]. Another example is the word /k h riim / `cream' can be pronounced as [k h riim], [khliim], and [khiim]. To account for these phenomena requires a sociolinguistic explanation.
Department of English

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Schrock, Lana Renee. "Phonological Processes in Sentences Produced by Adult Japanese English Language Learners". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366823748.

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Torres, Erin Helgeson. "Flute Articulation Pedagogy: The Effect of Language-Specific Consonant Pronunciation on a Flutist’s Articulation within the French and English Languages". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338398069.

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Warsame, Ramlah. "The Influence of Teacher Beliefs on Classroom Practices in English Pronunciation Teaching". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43163.

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This study aims to explore teacher beliefs on accents in the classroom and how they affect classroom practices as well as the teachers views on the LFC approach. Furthermore, the study investigates whether there exists a possible disconnect between teachers and the Swedish National Agency for Education when it comes to deciding what approach to take when teaching English pronunciation. The study is based on semi-structured interviews with five Secondary school and Upper Secondary School English teachers in Sweden, whose work experience ranged from six months to 22 years. The study found that the teachers with more experience were more likely to prefer the inner circle English accents and use them as a benchmark for correctness. Phenomena like the native-speaker ideal, which means to idealize native speakers and view them as better speakers of English, can be linked to the teachers age and experience. Moreover, some teachers expressed feeling pressure from students to sound native-like and felt disfavored as some schools showed a preference for hiring native speakers as English teachers. Thus, a haloeffect for teachers speaking with an inner-circle English accent was identified, which affects students’ and employers’ perception of non-native EFL-teachers. The study also found that while some of the teachers were familiar with the Lingua Franca Core model, none of them had taught it. The study concludes that there is a disconnect between the teachers and Skolverket’s steering documents, as most of the teachers felt that Skolverket does not explicitly call for pronunciation teaching and were unsure of the demands. Furthermore, this calls for clearer demands from Skolverket as well as re-formation programs for experienced teacher to change their beliefs on non-native accents.

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Nakamae, Ayumi. "An American-English diction handbook for Japanese voice students : for selected repertoire". Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1244869.

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This dissertation is designed for Japanese singers to aid them in mastering correct American-English singing diction. Many Japanese singers of college age or older have knowledge of English through high school programs. However, they often lack the communicative ability to hear and speak English. This study enables those singers to sing American-English repertoire with more precise diction.Chapter 1 contains introductory materials. Chapter 2 presents a pronunciation guide for American English and Japanese using IPA symbols, which includes the sounds that are common to Japanese and American English, the vowels and consonants found in Japanese only, and the vowels and consonants found in American English only. Chapter 3 contains the analyses and approaches to problems in learning American-English singing diction, including the comparison of speech and singing and the analyses of Japanese word structures. Chapter 4 incorporates the previous chapters and introduces approach and solutions to the successful performance of American-English repertoire. Chapter 5 consists of the IPA transcriptions of selected American-English songs.
School of Music

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Barber, Carol H. (Carol Hansell). "Practices of English Diction for Singers 1900-1971". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc500330/.

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Specialized training in English diction for singers became increasingly prevalent in the twentieth century. Along with this growth, a small but significant literature on the subject developed. There are divergent practices recommended for American singers, displayed by nine authors in ten books published between 1900 and 1971. A comparative study yields pedagogies of vowel and consonant production. Issues of sounds in context, including proper linkage and stress, adjustments from speech to song, and practices dictated by musical style, are paramount. The literature demonstrates an increased use of International Phonetic Alphabet symbols as a pedagogical tool. The areas of kinesiology and acoustical research are suggested for further study.

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AUFDERHAAR, CAROLYN RACHEL. "THE INFLUENCE OF USING DISCOURSE ANALYSIS TECHNIQUES ON THE FILTERED SPEECH OF AUTHENTIC AUDIO TEXT TO IMPROVE PRONUNCIATION". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1100670010.

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Ahlbrecht, John James. "College Student Rankings of Multiple Speakers in a Public Speaking Context: a Language Attitudes Study on Japanese-accented English with a World Englishes Perspective". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4334.

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This language attitudes study used a matched guise technique to compare participant reactions of American-accented English to Japanese-accented English. Participants (n = 40) were college educated adults living in the Portland area who completed an online survey which measured characteristics related to Status, Solidarity, and Dynamism using semantic differential Likert scales. Results showed that while Japanese-accented English received less favorable ratings on the Status and Solidarity dimensions on a statistically significant level, the small effect size may have indicated that the differences were negligible. Interpreting the results from the data through the World Englishes Kachruvian paradigm, it is argued that English learners and users would benefit by focusing more on achieving intelligibility than on attaining perfect control of an idealized variety of English.

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Heikkinen, Kalle. "Teaching and assessing English pronunciation in the communicative classroom : A qualitative study about teaching and assessing English pronunciation as part of oral skills in the ninth grade in Sweden". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70055.

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This study investigates how a group of English teachers in Sweden teach and assess pronunciation to ninth graders as a part of oral skills. The method applied in the study is qualitative semi-structured interviews with six teachers from different cities and schools in Sweden. The results show that teaching English pronunciation is included in different speaking and listening contexts and is not taught separately. However, the teachers do formative pronunciation assessments in almost every lesson, but summative assessment is rarely given in each semester. This case study views how the participants teach English pronunciation to ninth graders and concludes that communicative language teaching methods have an overwhelming role in the teaching of pronunciation, as pronunciation is included in other language skills and happens mostly without direct focus, which is typical in a communicative approach.

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48

Kennedy, Sara 1973. "Second language learner speech and intelligibility : instruction and environment in a university setting". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115651.

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The purpose of this study was to investigate changes in the pronunciation and intelligibility of instructed and uninstructed second language (L2) learners over time, and to identify instructional, environmental, and methodological factors playing a role in pronunciation and intelligibility.
Seventeen L2 graduate students at an English-medium university recorded three personal anecdotes over five months. The students also regularly logged their exposure to and use of English. Nine of the students (instructed group) were concurrently taking an oral communication course focussing on suprasegmental pronunciation. Classroom instruction was regularly observed and recorded. All 17 students were interviewed at the end of the study.
L1 listeners heard anecdotes from three instructed and three uninstructed students, matched for length of residence and first language (L1). Listeners also heard anecdotes from four L1 English speakers. One group of listeners retold each anecdote after hearing it (discourse-level task). The other group paused the recording of each anecdote whenever a word was unclear (word-level task). Each group of listeners also rated excerpts for accentedness, comprehensibility, and fluency.
Results of quantitative and qualitative analyses showed that: (a) no unambiguous changes in the pronunciation or intelligibility of either L2 learner group occurred over time; (b) word-level intelligibility measures more consistently differentiated L1 and L2 groups, and the instructed and uninstructed L2 groups; (c) compared to the instructed group, the uninstructed group logged relatively more English exposure/use for academic activities and relatively less for interactive social activities; (d) many instructed L2 learners did not believe that their pronunciation had noticeably improved, but almost all expressed satisfaction with their ability to communicate in English; (e) at the end of the study, many uninstructed learners reported persistent difficulties in communicating in English.
The results suggest that instruction in suprasegmental aspects of pronunciation sometimes may not lead to improved intelligibility or pronunciation. In addition, some L2 learners can be as intelligible as L1 speakers, depending on the listening task. Finally, results suggest that L2 learners' perceptions of their communicative ability and their patterns of L2 exposure/use are related. Implications for university preparation and support programs for L2 graduate students are discussed.

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49

Guinn-Collins, Shannon. "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/191.

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The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese then rated these speech samples holistically on a scale of 1 to 5, with 1 indicating a strong foreign accent, and 5 indicating a native accent. Scores on the questionnaires were then correlated with the accent ratings. None of the English-speaking participants were judged as native or near-native speakers of Japanese. However, results demonstrated a significant positive correlation between ratings of accent and two variables: Intrinsic Motivation Toward Accomplishment and attitudes toward pronunciation. The statistical analysis also revealed a positive correlation between integrative and instrumental orientation and extrinsic motivation, suggesting a relationship between measures of orientation and extrinsic motivation as well. These results highlight the importance of including Self-Determination Theory in the area of second/foreign language acquisition research, as well as clarifying the role of motivation and attitudes toward pronunciation in the present context of late learners of Japanese.

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Andersson, Sigrid. "Pronunciation Teaching in the Swedish EFL Classroom". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34572.

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This essay aims to explore how Swedish teachers of English view the shift from a Native Speaker ideal to English as a Global Language in connection to pronunciation teaching. The essay also aims to explore how the teachers teach this in practice. By interviewing five professional teachers, the results of the study showed that most of the teachers did not teach pronunciation explicitly and believed that pronunciation teaching should be integrated into other parts of language learning. None of the teachers claimed to expect their students to be able to speak with a native accent but believed that the previous views on pronunciation teaching, to some extent, still lingers on. Furthermore, all teachers did use American English or British English when teaching pronunciation but did not expect their students to use these dialects when speaking English. The teachers believed that their students mainly spoke with a dialect influenced by American English since this dialect is what the students mostly hear outside the classroom.This essay is primarily relevant to Swedish EFL teachers and students who are becoming teachers of English, but this study may also contribute to global research within pronunciation teaching. Because of the lack of guidelines regarding pronunciation teaching in the syllabus, the insight in the views and teaching methods of pronunciation teaching can function as a guideline and inspiration for how to teach pronunciation in a continuously globalized world where the views on the English language continually changes.

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