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1
Dr., Chokri Smaoui, and Rahal Aicha. "The Fossilized Pronunciation of the /3:/ Sound in the Speech of Intermediate Tunisian English Students: Problem, Reasons and Suggested Solution." International Journal of English Language and Translation Studies 03, no. 01 (2015): 70–79. https://doi.org/10.5281/zenodo.15905.
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Fossilization is a universal phenomenon that has attracted the attention of teachers and researchers alike. In this regard, the aim of this study is to investigate a supposedly fossilized feature in Tunisian learners’ performance, namely the pronunciation of the <strong>/3:/</strong> sound among Intermediate Tunisian English Students (ITES). It tries to show whether ITES pronounce it correctly or whether it is rather often replaced by another phoneme. The study also tries to show the reasons behind fossilization. It is conjectured that L1 interference, lack of exposure to L2 input, and the absence of pronunciation teaching methods are the main factors behind this fossilized pronunciation. Finally, the study tries to apply the audio-articulation method to remedy for this type of fossilization. This method contains many drills that can help learners articulate better, and consequently produce more intelligible sounds.
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Long, Nguyễn Thành, Nguyễn Thị Thanh Huyền, and Đặng Thị Quỳnh Hoa. "Leveraging Google Voice Typing Technology to Enhance Pronunciation Skills Among English Language Majors at Hung Vuong University." Middle East Research Journal of Humanities and Social Sciences 5, no. 03 (2025): 68–74. https://doi.org/10.36348/merjhss.2025.v05i03.002.
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Accurate pronunciation constitutes a pivotal component in enhancing communicative competence among learners of English as a foreign language. Nonetheless, a considerable number of students continue to encounter challenges due to suboptimal practice methods and the absence of immediate, constructive feedback. This study investigates the efficacy of Google Voice Typing—an automatic speech recognition (ASR) tool—in facilitating pronunciation improvement among English-major undergraduates. Employing a controlled experimental design, the research monitored participants’ pronunciation accuracy through pre- and post-intervention assessments conducted over a four-week training period. The findings reveal substantial improvement, particularly in the articulation of monophthongs, diphthongs, triphthongs, and complex consonant sounds. Despite its benefits, the tool demonstrates limitations, including difficulties in accurately recognizing non-native accents and its inability to provide feedback on prosodic features such as stress and intonation. Accordingly, the study advocates for the integration of ASR technology with informed pedagogical strategies to optimize pronunciation instruction.
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D, Caolei. "Reconsideration of the name of Tuyuhun." Korean Association for Mongolian Studies 76 (February 28, 2024): 205–27. http://dx.doi.org/10.17292/kams.2024.76.205.
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The naming issues of the Tuyuhun tribe has long been a focus of academic research on Tuyuhun history, with abundant research findings both domestically and internationally. On the basis of previous research, this article employs methods such as Chinese phonology, ethnic history and literature to study the pronunciation of terms such as “吐谷渾(Tuyuhun)”, “退渾(Tuihun)”, “吐渾(Tuhun)”, “吐谷(Tuyu)”, and “渾(Hun)”. It reconstructs their pronunciation and studies the meanings behind terms such as “阿柴虜(A-chailu)”, “貲虜(Zilu)”, “河南(Henan)”, “阿貲虜(A-zilu)”, “野虜(Yelu)”, and “va zha(A-za)”, which may increase the understanding of ethnic nomenclature. In fact, “退渾(Tuihun)”, “吐渾(Tuhun)”, “渾(Hun)”, and “吐谷”(Tuyu)” are all variant readings and abbreviations of “吐谷渾”(Tuyuhun). “阿貲”(A-zi) and the ancient Tibetan A-za(also written as va zha, translated as “阿夏” in Chinese) share the same pronunciation but differ in translations of the name “阿柴 (A-chai)”. “阿柴虜(A-chailu)”, “貲虜(Zilu)”, “阿貲虜(A-zilu)”, and “野虜(Yelu)” are surnames of some Xianbei people who settled in the Hexi region. These surname also serve as derogatory terms for “吐谷渾(Tuyuhun)”. However, a cautious attitude should be taken in the interpretation of the name “吐谷渾(Tuyuhun)”. In the absence of clear and direct interpretation records, premature conclusions are not advisable.
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Krasavina, Elena A., Evgeny L. Choynzonov, Denis E. Kulbakin, and Natalia A. Medova. "The Role of Computer-Aided Diagnosis in Speech Restoration in Patients with Cancer of the Oral Cavity and Oropharynx after Hemiglosectomy: a Prospective Comparative Study." Bulletin of Rehabilitation Medicine 22, no. 4 (2023): 60–70. http://dx.doi.org/10.38025/2078-1962-2023-22-4-60-70.
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INTRODUCTION. Oral cavity and oropharyngeal cancers usually require extensive surgeries accompanied by damages to anatomical structures and impaired speech function.
 AIM. To compare the effectiveness and terms of speech rehabilitation in patients with cancer of the oral cavity and oropharynx using various speech restoration techniques.
 MATERIALS AND METHODS. We studied the effectiveness and length of speech rehabilitation in 140 patients with stages II–IV oral cavity and oropharyngeal cancer. The age of the patients ranged from 24 to 70 years. All the patients underwent hemiglosectomy. Combined modality treatment and postoperative speech rehabilitation were performed according to the technique developed in the Department of Head and Neck Tumors of the Oncology Research Institute. Speech rehabilitation effectiveness was studied on the basis of subjective and objective evaluation of speech using the computer-software complex (OnkoSpeech v 1.0).
 RESULTS AND DISCUSSION. Impaired speech function of patients was observed before starting combined modality treatment and manifested as a change in the prosodic system of speech and subjective communication difficulties associated with the presence of a tumor. After surgery, all the patients demonstrated impaired speech function, ranging from distorted pronunciation to the complete absence of verbal communication. Speech rehabilitation started 8 to 29 days after surgery: in the study group I, Me = 9.6, in the study group II, Me = 9.8, values did not have statistically significant differences (p 0.05). At the beginning of speech rehabilitation, to restore activity and coordinate the work of articulatory apparatus muscles and speech expiration, special complexes of articulation and breathing exercises followed by sound pronunciation correction were performed. Postoperative speech rehabilitation resulted in the improvement of speech function in 100 % of cases. In group II, where the correction of sound pronunciation was performed on the basis of speech diagnosis data using the OnkoSpeech v 1.0 computer-software complex, it was possible to achieve a better result of sound pronunciation correction of all the studied sounds, except for hissing (lingual-frontal) [sh], [zh], [shch], [ch].
 CONCLUSION. The use of the OnkoSpeech v1. ± software package for speech computer-aided diagnosis made it possible to objectively evaluate and quantify the effectiveness of the correction of the sound pronunciation of six phonemes of the Russian language, improve the results of the correction of sound pronunciation and reduce the time of speech therapy.
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Zhou, Yuxiang. "A Review of the Influence of Wu Dialect on English Pronunciation Acquisition." Communications in Humanities Research 35, no. 1 (2024): 11–16. http://dx.doi.org/10.54254/2753-7064/35/20240026.
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The Wu dialect is widely spoken in Wu-speaking regions of China, which covers a considerable number of English learners. However, the phonetic system of the Wu dialect differs significantly from that of English, which greatly affects the English learning process of Wu-speaking learners, thus attracting numerous researchers to conduct related studies. This paper provides a comprehensive overview of research on the influence of Wu dialect on English phonological learning over the past two decades and presents a selection of twenty-seven papers to explore the theoretical framework, the research methodology, and the specific impacts encountered by English language learners who speak Wu dialect. Among them, the theoretical discussion centered on language transfer theory, Fleges Speech Learning Model and Bests Perceptual Assimilation Model; the research methodology consisted of qualitative analysis and empirical study; and the focus was placed on positive and negative transfer effects, i.e., the challenges posed by the absence or presence of phonological differences in the Wu dialect to the learners of English. The findings reveal significant segmental and suprasegmental influences in English pronunciation acquisition, with segmental challenges including differentiation of consonants and incomplete articulation of vowels, and suprasegmental challenges including stress placement, intonation patterns, and phonological rhythm. In addition, the discussion highlights the need for more empirical studies to supplement qualitative analyses, the consideration of regional variations within Wu dialect, and the exploration of teaching strategies informed by research findings. Therefore, the paper advocates for future research focusing on regional differences, deeper exploration of suprasegmental influences, integration of research into teaching practices, and diversified research methods.
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Vikhrova, Anastasia Yu, Tatiana V. Lypkan, and Nina L. Fedotova. "Realization of softness of Russian consonants in the oral speech of Russian-speaking bilinguals in Germany." Philological Sciences. Scientific Essays of Higher Education, no. 3 (May 2023): 3–10. http://dx.doi.org/10.20339/phs.3-23.003.
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The purpose of this study was to investigate the presence or absence of an i-shaped transition (i-glide) between a consonant and a vowel in 300 syllables. The object of study is the interference speech of Russian-speaking bilinguals in Germany. The subject of the research is Russian soft consonants. Methods for studying material — instrumental analysis of the material using the Praat computer program (version 6.0.26). As a result of the study, 300 syllables with soft consonants in various positions in the word were analyzed. Material of study is phonetically representative text. As a result of the study, the absence of the i-shaped transition (i-glide) in the speech of children was found 83 times (27%) in the speech of parents 32 times (10%). In children, the problem arose in the area of sonants, affricates in different positions. Parents made mistakes when implementing sonants at the beginning, middle and end of a word, as well as labial and anterolingual consonants in the middle of a word and some affricates. The above-described group of people (parents) represents native Russian speakers, for whom Russian is a native language from their birth. Obviously, the constant presence in the German-speaking environment influences oral speech, however, as we can clearly see, the pronunciation norm did not suffer much from the influence of a “foreign” language
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Cuimin Sun. "Enhancing English Oral Teaching through Pyramidal Convolution Shuffle Attention Neural Network and Sea-Horse Optimizer using Virtual Reality Technology." Journal of Electrical Systems 20, no. 3s (2024): 2523–36. http://dx.doi.org/10.52783/jes.3151.
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The ultimate objective of teaching English to students is to help them become self-sufficient language learners and users, proficient in efficient language learning techniques, and capable of transmitting information in English. As a result, good English language instruction requires language communication training for both students and teachers, as well as between students. Compared to classroom instruction, English learning could easily facilitate English learning and provides a comfortable environment by reducing the drawback of the conventional classroom, which could lead to lower ratings for mental strain, absence of communication, and fear of making mistakes. To avoid these challenges, the pyramidal convolution shuffle attention Neural Network with sea-horse optimizer is proposed for classifying pronunciation, speaking proficiency, fluency, and intonation, of the English oral teaching. Initially, the data’s are gathered via the dataset of oral English teaching in virtual reality dataset. Afterward, the data’s are fed to pre-processing. In pre-processing segment; it removes the noise and enhances the input images utilizing federated neural collaborative filtering. The pre-processing output is fed to Feature extraction segment. Here, four statistical features such as kurtosis, mean, skewness, and standard deviation are extracted based on Adaptive and concise empirical wavelet transforms. After that, the extracted features are given to the pyramidal convolution shuffle attention neural network optimized with sea-horse optimizer algorithm for effectively classify the pronunciation, speaking proficiency, fluency, and intonation. The proposed EOT-VRT-PCSANN-SHO approach is implemented in MATLAB. The performance of the proposed EOT-VRT-PCSANN-SHO approach attains 99%, 98%, 97.5%, and 97%, as high accuracy, 98%, 98.5%, 95%, and 99% in F1 score, and 98.7%, 98%, 99%, and 97.5%, in precision, are high, when compared with existing methods.
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Al Farisi, Mohamad Zaka, Mad Ali, Zawawi Ismail, Hikmah Maulani, Nalahuddin Shaleh та Shofa Mushtofa Khalid. "Investigation of the Pronunciation of the Voiceless Fricative Non-Sibilant Phoneme /θ/ in Arabic: An Acoustic Phonetics Comparative Analysis". Dirasat: Human and Social Sciences 52, № 6 (2025): 5447. https://doi.org/10.35516/hum.2025.5447.
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Objectives: This research aims to investigate phonological interference experienced by Sundanese, Javanese, and Bataknese speakers (from now on referred to as SS, JS, and BS, respectively) in pronouncing the voiceless fricative non-sibilant /θ/ in Arabic. The phoneme /θ/ is selected by considering its absence in the languages aboves. Methods: This is descriptive-evaluative-comparative research with content analysis design whose goal is to predict and assess the pronunciation of the phoneme /θ/ by the SS, JS, and BS - while comparing it with the model speaker (starting now would be referred to as MS). The participants are selected purposively based on criteria which suit the aim of this research. Meanwhile the MS is a reciter who won first place in the National Musabaqah Tilawatil Quran. The research data are nine verses of the Qur'an, which contain the phoneme /θ/. The data are collected through the listen-record-note technique is compared to the MS and analyzed acoustically through the Praat application. Results: The results indicate that only the BS experience phonologic interference when pronuncing the phoneme /θ/ located at the beginning of a word, as well as the JS when pronuncing the phoneme /θ/ situated at the end of a word. Conclusions: The phonologic interference they experience is apparent by the change of the /θ/ sound to the /s/ sound. Meanwhile SS does not undergo phonologic interference in producing the phoneme /θ/ in Arabic, whether it is located at the beginning, in the middle, or at the end of a word.
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Rachmawati, Aliffia, and Ismatul Khasanah. "Pengaruh Bunyi Bahasa Jepang Terhadap Penulisan Kata – Kata Berbahasa Indonesia Oleh Penutur Bahasa Jepang." Chi'e: Journal of Japanese Learning and Teaching 10, no. 1 (2022): 52–60. http://dx.doi.org/10.15294/chie.v10i1.52891.
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The form of a language can change over time given its dynamic nature; broadly speaking, that is the discussion in the field of sociolinguistics. Mastery of more than one language causes deviations, one of which is when expressing words from certain languages by inserting sounds from other languages. This phenomenon is called phonological interference. This study takes data from Japanese speakers who speak Indonesian on the YouTube page. This study aims to analyze forms and describe the factors that cause phonological interference when speaking Indonesian. This research uses the descriptive qualitative analysis method. After going through the analysis process, it was found that the forms of phonological interference that occur include: addition, subtraction, letter replacement, and diphthongs. Based on the analysis of the forms of phonological interference that occur, it can be seen that the causal factors are differences in nasal sounds between Indonesian and Japanese, the use of open syllables, differences in writing methods, the absence of certain fellowship patterns, the duration of studying Indonesian and the presence of factors other than linguistics. So it can be said that the first language of a person greatly affects the pronunciation of the individual's second language.
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Krasavina, E. A., E. L. Choynzonov, D. E. Kulbakin, L. N. Balatskaya, and K. A. Zangieva. "SPEECH REHABILITATION OF PATIENTS WITH ORAL CAVITY AND OROPHARYNGEAL CANCERS AFTER RECONSTRUCTIVE SURGERY." Siberian journal of oncology 19, no. 5 (2020): 35–43. http://dx.doi.org/10.21294/1814-4861-2020-19-5-35-43.
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Oral cavity and oropharyngeal cancers usually require extensive surgeries accompanied by damages to anatomical structures and impaired speech function. The use of reconstructive-plastic techniques to replace defects after surgical resection allows the creation of a favorable functional basis for speech restoration.The purpose of the study was to compare the effectiveness and terms of speech restoration in patients with oral cavity and oropharyngeal cancers after surgical treatment using various reconstructive surgery techniques to restore postoperative defects.Material and Methods. Speech rehabilitation results were analyzed in 56 patients with stage II–IV oral cavity and oropharyngeal cancers. The age of the patients ranged from 26 to 70 years. The patients underwent either hemiglossectomy or glossectomy followed by reconstructive surgery. Postoperative speech rehabilitation was performed according to the technique developed in the Department of Head and Neck Tumors of the Cancer Research Institute. Speech function was assessed before starting treatment, at the beginning of treatment and after completion of speech rehabilitation.Results. After surgery, all patients demonstrated impaired speech function, ranging from distorted pronunciation to the complete absence of verbal communication for 5 (71.4%) and 4 (80%) patients from Ib and IIb respectively. Speech rehabilitation started 16 to 32 days after surgery. Restoration of the activity and coordination of the articulatory apparatus muscles, speech exhalation and reconstructed tongue was followed by a sound pronunciation. Postoperative speech rehabilitation allowed improvement of speech function in 100 % of cases (56 patients). A complete speech restoration was achieved for 7 patients (12.5%). The majority of these patients were from the group with hemiglossectomy. In the group of patients with glossectomy, the amplitude and coordination of movements, which could be achieved by performing articulation exercises for the reconstructed tongue, depended on the size of the remaining part of their own tissues.Conclusion. Good values of all studied parameters were observed in patients, who underwent hemiglossectomy followed by reconstruction with a free revascularized flap. No statistically significant differences between the studied parameters were found in patients, who underwent glossectomy. Speech restoration parameters were significantly better in the group of patients with hemiglossectomy and reconstruction with a free revascularized flap than in the group of patients with glossectomy).
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Adzieva, Elvira S. "Comparative analysis of the articulatory-acoustic characteristics of the vocalism of the modern English and Russian languages (Based on biological terminology)." Izvestiya of Saratov University. Philology. Journalism 22, no. 3 (2022): 289–92. http://dx.doi.org/10.18500/1817-7115-2022-22-3-289-292.
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The article considers the comparative analysis of the articulation-acoustic characteristics of the vocalism of the modern English and Russian languages (on the examples of the scientific discourse), taking into account combinatorial and positional changes that affect the characteristics of unstressed vocalism, a number of typical modifications in the timbre, temporal, dynamic and tonal characteristics of unstressed languages are identified. Namely: the variability of the timbre features of the vowel depending on the vowel of the Russian language,to which it is assimilated by the speaker; increasing the duration of unstressed vowels; full-sounding pronunciation (absence of elision and haplology processes) of words in a weak position; insufficient degree of the reduction of vowels; variability and expressiveness of the tonal characteristics of unstressed vowels. The theoretical and methodological basis of the study is the scientific works in the fields of phonology, prosody, acoustic theory of speech, experimental phonetics, taking into account the problems of interaction between the components of the interfered phonetic system in the English language of Russian speakers with different (high, medium and low) levels of phonetic competence. The paper uses a complex methodology of the experimental phonetic study of the prosodic features of unstressed vocalism in the English speech of the Russian language speakers. The methodology for conducting experimental phonetic research includes the use of empirical general scientific methods (measurement, experiment); special methods of auditory and acoustic analysis (computer-oscillographic and spectral), the method of quantitative analysis of processing the results of a phonetic experiment and the linguistic interpretation of the results of the study. The paper analyzes the quantitative indicators and the degree of these modifications of English unstressed vocalism in speech, taking into account the level of their phonetic competence and the experience of communicating in English.
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Bielova, O., and S. Konopliasta. "Functionality of oral and articulatory praxis in older preschool children with logopathology." CHILD`S HEALTH 18, no. 6 (2023): 410–16. http://dx.doi.org/10.22141/2224-0551.18.6.2023.1627.
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Background. The purpose of this study is to identify the current state of neuromotor functionality of oral and articulatory praxis, which affects speech readiness for schooling, in older preschool children with logopathology. Materials and methods. Research methods are aimed at studying the kinesthetic and kinetic oral and articulatory praxis. Kinesthetic oral praxis is studied during the diagnosis of static articulatory motility. Kinetic praxis was evaluated when investigating dynamic articulatory switching from one movement to another. The study of kinesthetic articulatory praxis takes place during the diagnosis of sound speech. To evaluate the results of the task, all sounds are conditionally divided into groups: whistling, hissing, sonorous, iotated sound combinations and all other sounds. To study the kinetic articulatory praxis, we investigated the sound-syllabic structure of the word. Results. The results of the experimental study give a clear idea that there are significant differences in the formation of neuromotor functionality of oral and articulatory praxis between the groups of children with logopathology and those with normotypical psychophysical development. In older preschool children with speech disorders, low abilities were found when performing tasks of kinesthetic and kinetic praxis: oral (problematic switching of the articulators; long search for an articulatory posture, incomplete range of motion, deviation from configurations, presence of synkinesis, hyperkinesis), articulatory (defect of all sounds of groups; replacement, mixing, distortion or absence of individual sounds during their isolated pronunciation; distortion of the sound-syllabic structure of words). Children are passive during classes, they need constant support from the teacher. Conclusion. The revealed unformed state of neuromotor functionality of oral and articulatory praxis in older preschool children with speech disorders affects the development of their speech skills. This will lead to the difficulties during their mastery of educational material in institutions of general secondary education.
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Zhivotov, Dmitriy, Igor' Pchelin, and Ol'ga Polyanskaya. "ASSESSMENT OF PHONETIC ADAPTATION OF DENTAL PATIENTS AFTER TREATMENT WITH COMPLETE REMOVABLE PROSTHESIS." Actual problems in dentistry 20, no. 1 (2024): 161–64. http://dx.doi.org/10.18481/2077-7566-2024-20-1-161-164.
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Background. As a result of teeth loss, a complex of factors arises that leads to changes in the dental system and impaired speech of the patient. Speech is an important communicative function, and assessing its intelligibility allows us to evaluate the result of prosthetic treatment. It is necessary to ensure unimpeded movement of the tongue, lips, cheeks and to fill in the missing components of the sound-producing system to restore phonetics. The optimal method of restoring complete absence of teeth is treatment with complete removable plate dentures made of acrylic plastics. Adaptation to this design over time restores the functions of sound pronunciation and the digestive system. The adaptation process depends not only on the patient’s abilities, but also on the quality of the manufactured structure. The discrepancy between the prosthetic bed and the base of the orthopedic structure is manifested by a violation of fixation and stabilization, which leads to pain. Aim. To evaluate the dynamics of the phonetic adaptation process of patients after the application of a complete removable prosthesis. Materials and methods. Application of phonetic control according to W. Wright and logopedic exercise “Drawing”. Results. During the study, the results were obtained that patients of groups II, III and IV improved their initial indicators, while group III increased their indicators by 25%. On average, the groups that followed the recommendations improved their results by 19.4%. Conclusions. According to the results obtained, the exercises used help patients with removable plate prostheses to adapt to them faster and accelerate the restoration of sound reproduction.
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Rumiantseva, Aleksandra A., and Veronika A. Kameneva. "COMPARATIVE ANALYSIS OF RECEPTIVE AND EXPRESSIVE LANGUAGE INDICATORS IN PRIMARY SCHOOLCHILDREN WITH SEPTAL CONGENITAL HEART DEFECTS." Complex Issues of Cardiovascular Diseases 12, no. 4S (2023): 6–12. http://dx.doi.org/10.17802/2306-1278-2023-12-4s-6-12.
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Highlights In recent years, congenital heart defects (CHD) have remained the most prevalent diseases in young children. Opinions on the health of children who have undergone cardiac surgery vary: for example, there are data in the literature indicating that speech disorders following cardiac surgery are present in 56% of cases, whereas cognitive disorders are present in 21% of cases. Aim. To study the level of development of receptive and expressive language in primary schoolchildren with septal congenital heart defects before surgical correction. Methods. The prospective study of children (n = 90) with septal congenital heart defects (atrium septal defect, n = 75; ventricle septal defect n = 15) before surgical correction was conducted at the Scientific Research Institute of Complex Issues of Cardiovascular Diseases (Kemerovo). The anamnesis, clinical symptoms, hemodynamics and the level of speech development (receptive and expressive language) were studied.Results. In children with septal heart defects, speech disorders were noted in 82% of cases: 56% of children had common speech disorders, 26% had delayed speech development. Expressive language skills of these children can be often characterized by delayed development, which manifests in the form of articulation disorder, difficulties with grammar syntax and morphology, and pronunciation disorders. There were no statistically significant differences between the level of expressive language and the type of CHD (p = 0.125).Conclusion. Even in the absence of intracardiac hemodynamic disorders in children with septal CHD, detected neurodevelopmental delays at the preoperative period necessitates the implementation of the interdisciplinary approach in the management of children with such pathology.
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Pankeaw, Pisan, PhraWichian Parichano, and Lampong Klomkul. "The Development of Mobile Phone Applications to Promote Phonic Skills in Primary School." Interdisciplinary Academic and Research Journal 5, no. 3 (2025): 173–96. https://doi.org/10.60027/iarj.2025.282794.
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Background and Aims: Phonics instruction plays a critical role in developing foundational reading fluency, pronunciation, and phonemic awareness, particularly in primary education. However, students in Thailand, especially in rural areas like the Phetchaburi Educational Service Area 2, face significant challenges in mastering phonics. These challenges stem from structural differences between Thai and English phonetic systems, the absence of specialized English teachers, and limited exposure to native speakers, resulting in poor reading comprehension, pronunciation difficulties, and low confidence in using English. These educational gaps highlight the urgent need for innovative solutions to support phonics education beyond traditional classroom settings. This study addresses these issues by leveraging mobile technology to develop an engaging phonics learning application. The objectives of the study are fourfold: First, the study seeks to develop a mobile application specifically designed to promote phonics skills among primary school students. Second, it aims to validate the effectiveness of the application by measuring phonics improvement through pretest and posttest assessments. Third, it compares the learning outcomes of students who used the application (experimental group) with those receiving traditional instruction (control group), providing insights into the app's impact. Lastly, the study evaluates students' satisfaction with the app, assessing usability and its influence on learning engagement. These objectives collectively address the critical need for accessible phonics education tools in resource-limited settings. Methodology: A mixed-methods approach was adopted to gain comprehensive insights into both learning outcomes and user experiences. The study involved students from a randomly selected school in Phetchaburi Educational Service Area 2, with participants divided into experimental and control groups. Grade 6 students formed the experimental group, using the mobile application for five weeks, while Grade 5 students followed traditional phonics instruction. The quantitative component included pretest-posttest assessments, with a 60-item test covering essential phonics components such as consonants, vowels, clusters, and suffix endings. Qualitative data were gathered through student surveys and focus group interviews, providing deeper insights into their experiences with the application. Results: The study’s results demonstrate that the mobile application significantly enhanced phonics skills among the experimental group. The mean score for the experimental group improved from 14.7 (pretest) to 45.93 (posttest), a gain of 31.23 points. In contrast, the control group showed a modest improvement from 15.1 to 22.5, with a 7.4-point increase. A two-tailed t-test analysis (t = 29.84, p < 0.05) confirmed that the observed differences between the groups were statistically significant, validating the effectiveness of the mobile app. Students expressed high satisfaction, with average scores of 4.9/5 for learning improvement, 4.8/5 for exercise usefulness, and 4.7/5 for learning at their own pace. These findings indicate the practical effectiveness of the mobile application in enhancing phonics education and student engagement. Conclusion: This study highlights the potential of mobile learning tools to address the challenges of phonics education in rural Thailand, offering a scalable solution for areas with limited access to specialized teachers and instructional resources. The significant improvements in phonics performance among students using the mobile application suggest that such tools can serve as effective supplements to traditional instruction, supporting students' phonemic awareness, pronunciation, and reading fluency. These findings have broader implications for educational policy and practice, underscoring the need to integrate technology-based solutions into the curriculum to enhance language learning outcomes. Future research could explore the long-term impact of the application, its adaptability to other regions, and the integration of advanced features such as offline access and adaptive learning modules.
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Кормилина, Н. В., Н. Ю. Шугаева та Н. С. Кириллова. "ФОНЕТИЧЕСКИЕ СРЕДСТВА СОЗДАНИЯ ОБРАЗА ПОКОЛЕНИЯ «Z» В СОВРЕМЕННОМ АНГЛОЯЗЫЧНОМ МЕДИАДИСКУРСЕ". Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, № 4(125) (27 грудня 2024): 056–63. https://doi.org/10.37972/chgpu.2024.125.4.007.
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Настоящая статья посвящена изучению фонетических особенностей, свойственных англоязычным представителям поколения «Z». В работе рассмотрены такие звуковые параметры, как мелодические характеристики речи, паузы, громкость и скорость произнесения высказывания, окраска голоса и дикция говорящих, произношение дифтонгов и монофтонгов. Актуальность исследования обусловлена тем, что анализ особенностей в общении и взглядах на жизнь в рамках современного англоязычного медиадискурса позволяет выделить специфические черты языкового коммуникативного поведенияпредставителей данного поколения, которые могут привести к изменениям в английском языке в ближайшем будущем. В статье анализируются англоязычные видео, каналы журналистов и блогеров, подкасты и интервью, сайты, киберспортивный новостной портал и форум. В рамках работы для решения поставленных задач использованы: метод сплошной выборки,фонетическое портретирование, аудиторский и электроакустический анализы. Результаты исследования показали, что в речи англоязычных представителей поколения «Z» отмечается стремление к использованию современной тенденции “uptalk”, вариативность интонации, выделенность смысловых центров и общее разнообразие мелодического рисунка. В речи медийных личностей отмечаются паузы хезитации (заполненные и незаполненные). Также следует сказать о том, что речь реализуется преимущественно в узком тональном диапазоне с использованием нижнего регистра голоса. Необходимо обратить внимание на такие фонетические явления, как «проглатывание» финальной части высказывания, «сглаживание» региональных черт в произношении, отсутствие акцентов, которые также характеризуют речь англоязычной молодежи современного поколения. This article is devoted to the study of phonetic features peculiar to English-speaking representatives of generation “Z”. The authors consider such phonetic parameters as melodic characteristics of speech, pauses in speech, volume and speed of utterance, peculiarities of voice coloring and diction of speakers, peculiarities of pronunciation of diphthongs and monophthongs. The relevance of the study is due to the fact that the analysis of specific features in behavior, communication and views on life which are represented in the modern English-language media discourse will allow to see linguistic peculiarities and features of communicative behavior of generation “Z” representatives which may lead to changes in the English language in the near future. The authors of the article analyze English-language videos, channels of journalists and bloggers, podcasts and interviews, websites, cybersport news portal and forum. The following methods of research were used in order to meet the objectives: continuous sampling method, method of phonetic portraiture, auditory analysis and electroacoustic analysis. The analysis of the results showed that in the speech of English-speaking representatives of generation “Z” there is an aspiration to use the modern trend of “uptalk”, variability of intonation, highlighting of semantic centers and general diversity of melodic pattern. In speech there are pauses of hesitation, both filled and unfilled. It should also be noted that speech is realized mainly in a narrow tonal range using the lower register of the voice. It is necessary to note the tendency to “swallow” the final part of the utterance. It should also be noted that the representatives of generation “Z” tend to “smoothen” regional features in pronunciation that results in absence of accents.
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Tishin, Vladimir V., та Bair Z. Nanzatov. "Историческая фонетика бурятского языка в русскоязычной документации XVII в. (к постановке проблемы). Часть 1". Монголоведение (Монгол судлал) 15, № 1 (2023): 142–57. http://dx.doi.org/10.22162/2500-1523-2023-1-142-157.
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Introduction. It is in the mid-to-late 18th century at latest that the main phonetic characteristics of Buryat that distinguish the latter from other Mongolic languages — reflected in its western and eastern dialects — took shape. The initial period that had witnessed the formation of these specific elements still remains somewhat unclear. The paper analyzes authentic sources and attempts to show a possibility that the areal phonetic features of Buryat emerged within local population groups of Baikalia as far back as the early-to-mid 17th century. Goals. The article analyzes ethnonyms (and other onyms) relating to the Buryat population and recorded in seventeenth-century Russian-language documents to identify spelling (pronunciation) specificities characteristic of Buryat dialects. Materials and methods. Part One of the study deals with discussions over some general chronology of phonetic changes that have resulted in the shaping of Buryat, and distinguish the latter from other Mongolic languages. The paper examines major related works, analyzes methods and approaches employed by the researchers. Results. Our insights into scholarly publications conclude there is no compromise view on the lower chronological limit that would serve as terminus a quo for Buryat phonetic features. According to some researchers, key processes that fundamentally rebuilt the Buryat consonant system had begun in the 17th century and proceeded to completion by the early 18th century, while others insist those had emerged only in the late 17th century to culminate throughout the 18th century. Conclusions. Scholars that have dealt with Buryat phonetics tended to focus on eighteenth-century linguistic materials and rarely turned to other sources, such as Russian loanwords in Buryat, Mongolian loanwords in Evenki and Yakut, chronological attributions of the latter be further explored in historical contexts of phonetic systems of recipient languages, with due account for actual circumstances of interaction with native speakers of Mongolic languages. The absence of original written sources shall definitely leave these questions unanswered. So, historical linguistics can independently serve as a promising tool for such historical reconstructions.
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Matskevich, Nina A., and Olga G. Shchitova. "Ideographic dictionary of architecture and design terminology of the Russian language." Voprosy leksikografii, no. 27 (2022): 86–104. http://dx.doi.org/10.17223/22274200/27/5.
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The article discusses reasons for compiling a dictionary of architectural and design terms in the Russian language. The topicality of creating it is connected with the brisk growth of design activity, the branching out of a new training program, Design of Architectural Environment, and the absence of a linguistic terminological dictionary of this professional sphere. The aim of the article is to describe the conception of an ideographic dictionary of Russian architectural and design terminology. The dictionary is based on the special language of architecture and design selected from terminological reference books, educational materials and research literature, commercial catalogues, professional weblogs, websites, and e-commerce sites. The dictionary defines not only terms, but also terminoids, preterms and quasi-terms, and pays special attention to the foreign terminological units and neologisms. This is caused by the under-investigated functional lexis of the architectural environment design sphere, variability and movability of its concepts and terms. The research methods and techniques used in the study are: the lexicographical method with the research techniques of thematic (ideographic) arrangement, definition, componential and contextual analyses. The chosen type of an ideographic dictionary defined its marco-structure: it is represented by a system of thematic groups, subgroups and microgroups, contributes to the development of a holistic professional worldview, and facilitates work with the dictionary. The microstructure shows the content of a lexical entry including core and optional components as well as its design. The core components include the headword with its variants, their stresses and pronunciation features, information on the word’s grammar, its definition and examples of its usage in professional speech. The optional components (etymology, derivatives, terminological collocations with the headword, analogues, synonyms and illustrations) are used as supplementary characteristics of a lexical item if available. Definitions are made by the principle of generic, genetic, operational and contextual explanations with elements of encyclopedic information. The dictionary is intended for linguists, terminologists, students and teachers of the disciplines of the Design of the Architectural Environment training programs, and is of interest to professionals in this field
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Wisniewska, Natalia, and Joan C. Mora. "CAN CAPTIONED VIDEO BENEFIT SECOND LANGUAGE PRONUNCIATION?" Studies in Second Language Acquisition 42, no. 3 (2020): 599–624. http://dx.doi.org/10.1017/s0272263120000029.
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AbstractThe present study investigated the potential benefits of extended exposure to captioned videos for second language pronunciation. We tested 90 L2 adult learners of English on speech processing skills (segmentation, speed of lexical access, and sentence processing) and phonological accuracy in perception (ABX discrimination) and production (accentedness ratings) before and after an 8-week treatment consisting of regular exposure to audiovisual materials. Participants were randomly assigned to four experimental conditions involving two viewing modes (captioned or uncaptioned) and two task focus conditions (focus on phonetic form or focus on meaning). Results showed benefits in speech segmentation and speech processing skills irrespective of viewing mode. No significant benefits were found for phonological accuracy in perception. In production, a focus on phonetic form improved pronunciation only in the absence of captions, whereas captioned viewing led to pronunciation gains as long as there was no focus on phonetic form. These findings suggest that pronunciation improvement can take place with the help of captions or, in the absence of captions, when learners’ attention is directed to pronunciation. Cognitive overload might explain why no benefits were obtained when attention was directed to pronunciation in a captioned viewing mode.
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USTINOVICH, V. "ON THE DEVELOPMENT AND CURRENT STATE OF THE PRONUNCIATION NORM IN FRENCH LANGUAGE." Herald of Polotsk State University. Series A. Humanity sciences, no. 4 (September 5, 2024): 88–91. http://dx.doi.org/10.52928/2070-1608-2024-72-4-88-91.
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This article is devoted to the development and current state of the French pronunciation norm. Learning a foreign language pronunciation in its standard variant is a difficult task not only due to the need to master new articulatory gestures, but also to understand what is normative in pronunciation. For the French language, which has more than 90 million native speakers, the issue is particularly acute. Since the establishment of French as a state language, the choice of pronunciation standard was based on the pronunciation of certain social groups (royal nobility, educated classes, radio presenters) and geographical boundaries (Paris, Ile-de-France region, major cities of France). The codification of the French pronunciation norm has evolved from strictly prescriptive to reflecting the maximum possible variants. The recent decades researches reveal a lack of uniformity in the pronunciation of native speakers, even within a homogeneous group. The modern pronunciation norm indicates the absence of a single rigid pattern and its wide regional variability.
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Werner, Eduard. "Teaching in the Absence of a Standard Language. A Case Study of Upper Sorbian." Slavia Occidentalis, no. 74/1 (June 15, 2018): 157–67. http://dx.doi.org/10.14746/so.2017.74.9.
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The teaching of Upper Sorbian (USo) is of increasing importance for the survival of this language. A challenge faced by learners is the lack of standardisation. Reliable standardisation has been conducted only in the area of orthography, which offers little indication about pronunciation. Pronunciation, however, is generally missing in all USo dictionaries, and teaching materials offer only general observations. Learners of USo mostly belong to one of two groups which require different teaching strategies: on the one hand, second-language learners aim to achieve authentic pronunciation; native speakers, on the other hand, struggle with the contrast between the standardised etymological orthography and the phonetic representation in everyday language (partly addressed in Šołćina 2014a/b).
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Septa Aryanika. "The Influence of First Language on Second Language Pronunciation." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 3, no. 1 (2024): 31–47. https://doi.org/10.61132/fonologi.v3i1.1315.
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Pronunciation in a second language (L2) is often influenced by the first language (L1), which can hinder intelligibility. Indonesian speakers struggle with certain English sounds, such as /θ/ and /ð/, due to their absence in the L1 phonetic system. To identify the influence of L1 on L2 pronunciation in the context of English language learning in Indonesia and propose strategies to reduce negative transfer effects. This qualitative study used a case study approach, involving 9 students from an English club at XYZ School. A pronunciation test was conducted to measure phonetic transfer between L1 and L2. Results show that L1 phonetic transfer causes errors in specific phonemes. Words with higher phonetic complexity are more challenging to pronounce correctly. Negative phonetic transfer and a lack of prosodic training were identified as major obstacles. Context-based and intensive phonetic training significantly improves pronunciation skills. L2 pronunciation errors are strongly influenced by L1, phonetic complexity, and individual experience. Contextual learning and individualized approaches positively impact pronunciation improvement.
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Mamatkarimov, Sunnat Umidjon o'g'li. "METHODS AND WAYS OF TEACHING PRONUNCIATION." CONFERENCE ON UNIVERSAL SCIENCE RESEARCH 2023 1, no. 3 (2023): 42–44. https://doi.org/10.5281/zenodo.7694862.
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Cid Uribe, Miriam Elizabeth, and Francisco Javier Orellana González. "Prácticas basales para enseñar pronunciación del inglés en contextos terciarios de posvirtualidad." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 15, no. 3 (2022): 1–10. https://doi.org/10.37819/revhuman.v15i3.1355.
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The teaching of English pronunciation in a pandemic context at tertiary level was characterized by the absence of face to face student/teacher interaction; although this interaction fosters the learning and improves oral proficiency in a foreign language, the conditions of pandemic affected the teaching-learning process and diminished the speed of internalization of English pronunciation. It is hypothesized that the use of core practices for pronunciation teaching will improve oral competence. The results of this research show that a period of constant, continuous, and measurable formal instruction using core practices will allow the access to the expected oral competence.
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Gardiner, Ishamina Athirah. "Intelligibility of an L2 variety in ELF interactions." Journal of Second Language Pronunciation 5, no. 2 (2019): 247–68. http://dx.doi.org/10.1075/jslp.17049.gar.
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Abstract This paper investigates the occurrence of misunderstandings in ELF (English as a Lingua Franca) interactions caused by vowel pronunciation in Brunei English. The study is based on ten audio recordings, each consisting of conversations between two participants: a Bruneian (L2 speaker) and a non-Bruneian speaker. Out of a total of 152 tokens (occurrences) of misunderstandings identified, 36 of them (23.7%) are found to involve vowel pronunciation. Data analysis includes examining vowel length, the vowels of face, goat, price, mouth, monosyllabic triphthongs, trap, vowel reduction, spelling pronunciation and American pronunciation in causing misunderstandings. The findings indicate that misunderstandings may be caused by a change in vowel length and quality in 28 tokens. The study concludes that vowel pronunciation in Brunei English conversational speech, particularly in the lack of vowel length distinction and absence of diphthongs in closed syllables may occasionally lead to a loss of intelligibility in ELF settings.
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Varapongsittikul, Thanachporn, and Sujinat Jitwiriyanont. "English Plosive Consonants Produced by Thai Speakers: An Analysis of Voice Onset Time." LEARN Journal: Language Education and Acquisition Research Network 18, no. 1 (2025): 724–47. https://doi.org/10.70730/ljic7341.
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This study aims to investigate the VOT values of English word-initial plosive consonants produced by young Thai learners to understand current trends in English pronunciation among Thai speakers and its future direction. The study analyzes how phonological mismatches between Thai and English affect the pronunciation of Thai learners, using a speech corpus produced by 49 seventh-grade students. The results reveal recurring patterns of consonant pronunciation, classified into Consistent and Inconsistent groups. While voiced plosives /b/ and /d/ were mostly pronounced with voicing lead, resembling Thai phonetic norms, velar /g/ was frequently substituted with /k/ due to the absence of /g/ in the Thai sound system. However, some participants demonstrated a shift toward more native-like English pronunciation. Voiceless plosives were generally produced with long-lag VOT, aligning with both Thai and English norms, although some inconsistencies in aspiration were noted. The findings highlight the dynamic shift of English pronunciation among young Thai speakers. This research contributes to a deeper understanding of English spoken by Thais and facilitates instructors in designing targeted pronunciation tasks.
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Dunaj, Bogusław, and Mirosława Mycawka. "O labializacji w języku polskim." LingVaria 18, no. 2(36) (2023): 151–61. http://dx.doi.org/10.12797/lv.18.2023.36.10.
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ON THE LABIALIZATION IN POLISH LANGUAGE The authors of the article attempted to answer several questions about the phenomenon of labialization: 1) What are the reasons for its absence in the Polish literary language?; 2) The time of the emergence of labialization; 3) Since when such pronunciation began to be treated as dialectal?; 4) What was the everyday pronunciation of writers at the turn of the 16th and 17th centuries? As for the first question, the authors are inclined to the thesis that the primary factor in the absence of labialization in the literary language was the influence of the Mazovian dialect, and an additional factor was the influence of Latin pronunciation. Labialization in southwestern dialects is an old phenomenon, having arisen at least in the 14th, and perhaps even as early as in the 12th century. Such pronunciation began to be treated as dialectal perhaps as early as the second half of the 16th century. The answer to the fourth question is that the writers of the second half of the 16th century and the beginning of the 17th century did not use dialects in their daily interactions although their language undoubtedly contained some regional elements that were more numerous than today.
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Yulianti, Lola Dwi, Mochtar Marhum, and Abdul Kamaruddin. "Pronunciation Problems of English Segmental Sounds Encountered by EFL Learners of English Education Study Program." Jurnal Pendidikan Bahasa Inggris undiksha 13, no. 1 (2025): 124–39. https://doi.org/10.23887/jpbi.v13i1.86838.
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The challenge of mastering English pronunciation poses significant problems for Indonesian students, who are accustomed to their native language. The English Education Study Program aims to cultivate proficient English speakers; however, many learners struggle with pronunciation despite this goal. This research aims to investigate the pronunciation problems encountered by EFL learners and to find out the underlying factors affecting the problems. Utilizing a descriptive qualitative approach, the research involved 20 participants of third-semester English Education Study Program. Data were gathered through pronunciation tests, questionnaires, and interviews. The findings reveal that the primary pronunciation problems lie in segmental features, particularly with fricative consonant sounds /v/, /ð/, /ʒ/, /θ/, and /z/, as well as vowel sounds /æ/, /ɔ:/, /ɜ:/, /u:/, and /ɑː/. These problems predominantly arise from the absence of similar sounds in Indonesian, leading to systematic substitutions with more familiar phonemes. Additionally, inconsistencies in English phonetics and the divergence between written and spoken forms exacerbate these problems. The research identifies four main factors affecting pronunciation problems: (1) the influence of native language, (2) age, (3) amount of exposure to English, and (4) phonetic coding ability. The implication of this research suggest that instructors incorporate phonetics training into their curriculum to aid students in improving their pronunciation skills.
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Yoon, Hye-Eun, and Chunseop Son. "A Study on Korean Affricate Pronunciation Education Methods for Central Asian Immigrants." Research Society for the Korean Language Education 24 (April 30, 2025): 151–70. https://doi.org/10.25022/jkler.2025.24.151.
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This study investigates the effectiveness of Korean affricate pronunciation education for Central Asian immigrants. Due to differences in articulation organs and phonological systems between their native languages and Korean, many Central Asian immigrants face challenges in learning Korean affricates. To address this issue, the Albatross teaching method was implemented to enhance learners' pronunciation abilities an d propose an effective pronunciation teaching approach. The findings indicate that the Korean immigrant group demonstrated rapid improvement due to articulation organs adapted to Korean phonological characteristics, while other Central Asian immigrant groups achieved pronunciation improvement through continuous and systematic education. This study highlights the Albatross teaching method's potential as an effective pronunciation education strategy for diverse immigrant groups.
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Boltayeva, Gulilola, and Madina Baxtiyorova. "PRONUNCIATION TEACHING TECHNOLOGIES." Journal of Academic Research and Trends in Educational Sciences 1, no. 7 (2022): 301–4. https://doi.org/10.5281/zenodo.6686218.
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Today, the interest in language learning is growing. Many reforms are being carried out in our country for the development of foreign languages. The most gratifying thing is that methods of teaching and learning are emerging, combining foreign languages and the IT industry. Easy and fast language learning through these technological methods is developing rapidly.
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Muhammad. "Al-Ummi Dalam Al-Qur’an; Studi Tafsir Tematik Terhadap Literasi Nabi Muhammad." Tribakti: Jurnal Pemikiran Keislaman 31, no. 1 (2020): 49–66. http://dx.doi.org/10.33367/tribakti.v31i1.963.
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One of the mandatory nature of the prophet is intelligent. One sign of someone can be said to be intelligent when able to read-write. If the Prophet Muhammad was unable to read the writing, he lost one of his face traits. Scholars interpret the pronunciation of al-Ummi by not being able to read writing. When interpreted so can damage the prophetic reputation. This article discusses the intent of al-Ummi pronunciation in the Qur'an using qualitative method, using the Muḍū'ī interpretation approach, which is to compile the pronunciation of al-Ummi in the Qur'an, then recite one the pronunciation. Historically, rebuilding history has passed through the events of the corner as they were in the current space and time. Sociology, analyzing the truth from a social standpoint. By knowing the social conditions Arab Jahiliyah became a strong source of the presence or absence of write writing at the time. The results of the study show that writing was already running during the Jahiliyyah. All of Muhammad's uncle was able to read writing. None of the relevant pronunciation of al-Ummi is interpreted as unable to read the writing, but al-Ummi's pronunciation in the Qur'an has a meaning of 1) Arabs. 2) People who have never listened to scripture readings.
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Zhong, Wenjun. "Pronunciation Rating Scale in Second Language Pronunciation Assessment: A Review." Journal of Language Teaching and Research 10, no. 1 (2019): 141. http://dx.doi.org/10.17507/jltr.1001.16.
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By reviewing previous studies on pronunciation rating scale in second language pronunciation assessment, this article aims to summarize research gaps and weaknesses so as to contribute to the pronunciation rating scale research and development. Several research topics concerning construct, criterion, descriptor, scale length, scale format and scale users and suggestions with regard to participants, data collection methods and data analysis methods are provided for future research.
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Reza, Mohoshin, S. M. Wahiduzzaman, and A. M. M. Hamidur Rahman. "Developing English Pronunciation Among Students in Bangladeshi Universities: The Use of Segmental Elements." Journal of Bangladesh Studies 24, no. 1 (2022): 46–63. https://doi.org/10.1163/27715086-02401005.
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This study focuses on the proper uses of segmental elements of English pronunciation and compares theoretical knowledge and practical uses of segmental elements among tertiary students in Bangladeshi universities. The research is both qualitative and quantitative in nature, and is a combination of explorative, descriptive, and explanatory research. The study uses a questionnaire survey, diagnostic test, and Focus Group Discussion (FGD) as primary data collection instruments. The findings show that there remains a lack of motivation and negligence in the practical uses of segmental elements of English pronunciation while teaching in the universities in Bangladesh. Thus, mispronunciation by learners has become very common because their pronunciations tend to follow the spelling of English words. The absence of some English sounds (vowel and consonant) in the Bangla language also leads to pronunciation errors. The study recommends roles for teachers, learners, syllabus designers, and other stakeholders in developing effective pronunciation, leading to effective communication.
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Ammar, Muhammad Dzulfiqor. "ENGLISH PRONUNCIATION PROBLEMS ANALYSIS FACED BY ENGLISH EDUCATION STUDENTS IN THE SECOND SEMESTER AT INDO GLOBAL MANDIRI UNIVERSITY." Global Expert: Jurnal Bahasa dan Sastra 10, no. 1 (2022): 1–7. http://dx.doi.org/10.36982/jge.v10i1.2166.
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The aims of this research were to determine student’s problems in pronunciation, especially consonants, vowels, and diphthongs. The participants of this study were the second-semester students of the Indo Global Mandiri English Education Study Program. The researcher chose second-semester students because students had understood the phenomenon of pronunciation and they have taken IEC: Pronunciation courses. There were 23 students involved in this research. The data were collected by conducting direct meetings through a performance test that used three forms of tests such as pronounced 44 sentences, pronounced 31 minimal pairs, pronounced one passage with mixed sounds, and their voices made by the students were recorded by mobile phone. The data showed that in fact, most of the students have problems with pronunciations. It is found that the students had problems in pronouncing the English sounds of consonant [v], [θ], [ð], vowel [æ], [ʌ], [ɔ:] and diphthong [eɪ], [oʊ], [аʊ], [aɪ]. Some of the factors that cause pronunciation problems that students face are: the absence of the sound in their mother tongue, students unfamiliar with the targeted words, and students get used to the wrong pronunciation that has been taught before.
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Vadakalur Elumalai, Kesavan, Mohammad Sufian Abdullah, Jayendira P Sankar, and Kalaichelvi R. "English Language Pronunciation Barriers Encountered by the Expatriate Students at King Saud University, Riyadh." Arab World English Journal 12, no. 1 (2021): 293–308. http://dx.doi.org/10.24093/awej/vol12no1.20.
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The English language pronunciation is a sub-skill of speaking modules during the learning process of a second language. Accurate pronunciation is not followed enough by Bangladesh students in speaking English It was found that the participants face barriers while pronouncing English. However, it is ignored and even provided the least attention by them. In order to explore the pronunciation barriers of vowels and consonants of Bangladesh expatriate learners and to identify remedial measures, this study stresses about four aspects of pronunciation: vowel confusion and insertion, missing stress sounds, sounds’ errors cause of written form, and absence of fricatives. The study emphasizes on the value and status of pronunciation and overcame the approach of it among Bangladesh expatriate students. A pronunciation test was conducted with 8 Bangladesh expatriate learners with an age range of 20-25 years and the participants were asked to pronounce 7-8 words in every aspect, recorded their voice and documented for analysis along with observation of the Bangladesh expatriate learners at King Saud University. The study reveals that Bangladeshi students have many errors on the way to the correct vocalization of English sounds, which are mainly the influence of their mother tongue. Bangladeshi Learners could not make the distinction between long and short vowels. To overcome this problem, learners need to participate pronunciation practice in the formal assessment process in addition to language lessons and also focus their attention on conversation through multimedia.
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Wahyuni, Yuli. "Students' Perception of Learning Vashmid Model of Japanese Pronunciation Through Online Mode." Journal of Japanese Language Education and Linguistics 8, no. 1 (2024): 51–62. http://dx.doi.org/10.18196/jjlel.v8i1.20393.
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Language acquisition is intricately connected to mastering pronunciation. Japanese pronunciation acquisition is mostly implemented through drill techniques and repetition activities. Drill approach is seen suitable for enhancing pronunciation skills due to its emphasis on language skills. Learning using drill techniques has traditionally been conducted in face-to-face or offline settings. Technological progress and the pandemic have led to an increase in online learning. Researchers aim to study Japanese pronunciation acquisition through online methods that had previously been conducted in person. This study aims to identify the students' perceptions and challenges encountered when learning pronunciation using online methods. The research employed a descriptive qualitative method by administering questionnaires to 15 students from the Japanese Language Education Study Program at Universitas Muhammadiyah Yogyakarta. These students had undergone pronunciation instruction utilizing the VASHMID paradigm in an online setting. Most students in the study believe that learning pronunciation effectively is achievable through online methods. The pupils have successfully predicted and prepared for any challenges that may arise during online learning.
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Paudel, Pitambar. "Embracing Opportunities and Navigating Challenges: Teaching Pronunciation in the EFL Context of Nepal." KMC Journal 6, no. 2 (2024): 85–105. http://dx.doi.org/10.3126/kmcj.v6i2.68892.
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English is a vital medium for international communication and academic progress in Nepal, making the mastery of pronunciation crucial for students aiming to thrive in a globalized world. This study explores the intricate landscape of pronunciation instruction in English as a Foreign Language (EFL) settings, examining various perspectives, challenges and effective teaching methods. Factors influencing pronunciation acquisition include learners’ native language, exposure to the target language, motivation and instructional strategies. Pronunciation instruction covers phonemes, intonation, stress, rhythm and connected speech, all essential for effective spoken communication. Challenges in teaching pronunciation involve neglect, first language interference and reception issues, highlighting the need for innovative teaching strategies. Effective methods include minimal pairs, modeling and imitation, audio recordings, phonetic symbols, pronunciation drills, visual aids, error correction, contextualization and integration with other language skills. This study emphasizes the importance of a holistic approach to pronunciation instruction, raising awareness of its role in language education, and promoting continuous professional development for educators. Future research should explore innovative pronunciation teaching methods, considering new trends in language education and pedagogical advancements. By prioritizing pronunciation instruction and using evidence-based practices, educators can help learners achieve greater fluency, accuracy and confidence in spoken communication within diverse linguistic and cultural contexts.
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Gilakjani, Abbas Pourhossein. "English Pronunciation Instruction: Views and Recommendations." Journal of Language Teaching and Research 8, no. 6 (2017): 1249. http://dx.doi.org/10.17507/jltr.0806.30.
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Despite decades of advocacy for greater attention, research into pronunciation instruction in English language teaching continues to be restricted. This article provides a comprehensive review of some important issues of English pronunciation instruction. The purposes of this review are (a) to explain different views of pronunciation instruction, (b) to elaborate the role of pronunciation in language teaching methods, (c) to discuss native-like pronunciation, and (d) to mention some recommendations for the better teaching of English pronunciation. The review of the literature of this paper indicated that the objective of pronunciation instruction is not to gain native-like pronunciation and speak exactly like native speakers of English. Instead understandable pronunciation should be the ultimate aim of oral communication.
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Gabriel, Raafat. "Noises and Colors: Two Untraditional Methods of Teaching ESL/ EFL Pronunciation." Journal of Language Teaching and Research 14, no. 4 (2023): 882–92. http://dx.doi.org/10.17507/jltr.1404.04.
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This article is based on a professional development session or presentation that the author gave in a regional TESOL affiliate conference, and it discusses the importance of teaching, why ESL/ EFL teachers should teach pronunciation, the reasons they generally give for avoiding it and how we can integrate it into our curriculum. The author sheds light on SLA, Second Language Acquisition, research especially studies that are related to connectionism or the noticeability hypothesis and their connection to teaching and practicing pronunciation in the ESL/EFL classroom. The article focuses on not only teaching segmental aspects of English pronunciation such as vowel phonemes but underscores suprasegmental features such as thought groups/chunking and word/phrase stress because they shape rhythm in English, which is key to intelligibility. The author also suggests using two effective and tested techniques in teaching pronunciation to a variety of ESL/EFL learners and provides samples of classroom activities that could be easily implemented in teaching pronunciation together with vocabulary. The article concludes with reviewing some studies conducted quite recently about one of these two suggested approaches to see how effective this approach is.
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Febriyanti, Rike, and Nurica Virdaus. "An Analysis of Pronunciation of the Nasal Sound /n/ Followed by the Bilabial Nasal Consonant /m/ at Indonesian Japanese Learners." Chi'e: Journal of Japanese Learning and Teaching 10, no. 2 (2022): 137–45. http://dx.doi.org/10.15294/chie.v10i2.58230.
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The purpose of this study was to find out how the pronunciation of the nasal sound /ɴ/was followed by the nasal bilabial consonant /m/ by Indonesian Japanese learners. This study uses a descriptive qualitative approach. This research data is in the form of audio recordings of 13 students learning Japanese at Brawijaya University, which is compared with the pronunciation of the same sentence in the Suzuki-kun feature in OJAD. The analysis results found sound assimilation (on'in datsuraku), so the nasal sound produced in the middle of the vocabulary was the nasal bilabial /m/. The presence of sound assimilation causes the duration when pronouncing the nasal bilabial /m/to be quite long, with a duration range of /m/ 0.121208 – 0.161208 seconds. The nasal sound is produced if it is seen from the presence or absence of the insertion of /ɴ/. The duration, it is found in the pronunciation of [kammoɴ] and [semmenʑo], respectively, that 3 out of 13 students agree with the pronunciation of OJAD, while in the pronunciation of [ kiɕokɯmammeɴ], only 1 in 13 students qualified. So it can be said that students still tend to pronounce the nasal sound /ɴ/ followed by the nasal bilabial sound /m/ with a nasal sound other than the bilabial /m/.
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Tan, Jingsi. "A Review of Studies on English Pronunciation Learning Status of Sichuan Dialect Speakers." Lecture Notes in Education Psychology and Public Media 54, no. 1 (2024): 247–52. http://dx.doi.org/10.54254/2753-7048/54/20241689.
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This paper reviews the English pronunciation learning status of Sichuan dialect speakers, including Sichuan dialect speakers English pronunciation problems and the English pronunciation teaching methods in the Sichuan dialect area. By analyzing the characteristics of their pronunciation problems and current teaching methods taken by educators in Sichuan, the author tries to find out the appropriate way to teach Sichuan dialect speakers English phonemes, which is aimed at improving their English pronunciation. There are three main kinds of pronunciation problems in this research: vowels (to have no contrast in long and short vowels, produce some vowels incorrectly as well), consonants (to replace some consonants with other sounds, have no awareness of nasal and lateral, and pronounce some sounds wrongly), and word stress (to ignore and misread the word stress). The author analyzed the cases of these problems and causes and discussed the teaching methods taken by teachers in the Sichuan dialect area. The author also indicates some problems when educators use these methods, like teachers in kindergarten who intend to teach kids knowledge instead of inspiring their interests. In China, most students study Standard Mandarin as their Second Language. When teachers teach students English, they can take advantage of the positive transfer of L2 to help them acquire L3 pronunciation. Hence, how to design the English pronunciation teaching methods based on the Sichuan dialect speakers special situation and improve learning efficiency is very important.
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Mirzayev, Elchin. "Bridging Pronunciation Gaps: The Impact of Eclectic Teaching Methods in Tertiary English Education." Acta Globalis Humanitatis et Linguarum 1, no. 1 (2024): 97–107. http://dx.doi.org/10.69760/aghel.024055.
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This article explores the impact of eclectic teaching methods on improving pronunciation skills in tertiary-level English education. Recognizing the unique pronunciation challenges faced by non-native speakers, including segmental and suprasegmental issues, this study highlights the advantages of adopting an eclectic approach that combines techniques from various language teaching methods. Case studies from tertiary institutions illustrate how integrating drilling, minimal pairs, shadowing, and interactive dialogue activities, along with technological tools, enhances learners’ pronunciation, confidence, and communicative abilities. Despite challenges such as resource constraints, instructor training, and student resistance, the eclectic approach proves to be a flexible and effective solution for addressing pronunciation gaps. Practical recommendations are provided to support educators in implementing this approach successfully, ultimately empowering students to achieve greater proficiency and fluency in English.
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May Poe Phyu, May Poe Phyu, and Jin Hee Kim. "A study on the analysis of phonetic rule errors and needs for pronunciation classes of Korean language learners in Myanmar." Research Society for the Korean Language Education 24 (April 30, 2025): 97–121. https://doi.org/10.25022/jkler.2025.24.097.
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The purpose of this study is to analyze Myanmar learners' pronunciation rule errors to identify pronunciation-related problems, and to investigate learners' awareness and needs for pronunciation classes to provide basic data for exploring teaching methods suitable for local conditions. In order to analyze phonological rule errors, the contents of the phonological rules of the textbooks used locally were checked to organize the questionnaire. As a result of the error analysis, the highest error frequency was found in nasalization, followed by soft consonants after the nominative suffix ‘-(eu)l’. As a result of investigating the learners’ awareness of pronunciation and needs for pronunciation classes, most learners recognized the importance of pronunciation. In terms of contents related to pronunciation classes, the need for learning phonological rules, intonation, and stress was high. In addition, they wanted classes by Korean instructors and wanted to learn natural speaking through practical materials such as YouTube contents, news articles, and videos in terms of teaching materials. In addition, in terms of teaching methods, they preferred interactive practice such as pronunciation games in addition to following pronunciation, and they hoped to receive explanations through comparison with their native language and individualized feedback on pronunciation errors. These results can be used as basic data for designing learner-centered lessons that can be utilized in local pronunciation classes in Myanmar in the future.
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Djuhari, Asy Rahmania, and Didih Faridah. "The Impact of Repetitive Methods to Enhance Students' Pronunciation in The Post-Pandemic." Journal of English Education Program (JEEP) 11, no. 2 (2024): 115. http://dx.doi.org/10.25157/(jeep).v11i2.15476.
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The obstacles that students face when learning pronunciation in the post-pandemic becomes the topic of the present study. This study aims to explore the impact of repetitive methods on the pronunciation phenomenon that affects high school students to address this issue. The present study used a qualitative case study. To gather the data, first, a questionnaire was administered to 23 students of the tenth grade from one of the Islamic Senior High School in Ciamis. Then, interview was conducted to an English teacher and three students as representatives of three pronunciation levels. To address the problem, the purpose of this study is to investigate the impact of repetitive methods on the pronunciation phenomenon that appears in Islamic Senior High School students. This study explores the obstacles encountered, the possible causes of the obstacles, the state of English-speaking ability, and the use of repetitive methods in pronunciation learning based on the perspectives of students and the teacher. The findings of the study showed a significant positive impact experienced by students from the use of repetitive methods as seen from several statements, namely increased confidence, fluency, and memory related to the pronunciation they learned during the post-pandemic. In addition, this study provides new insights into the use of repetitive methods as a powerful method in improving students' English-speaking ability.
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Li, Qing. "Research on Phonics and Vocabulary Teaching in English Classroom of Rural Primary Schools." Transactions on Social Science, Education and Humanities Research 5 (April 1, 2024): 230–34. http://dx.doi.org/10.62051/3qdgwk14.
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The first step in language learning is to learn how to pronounce, and pronunciation is not only the starting content of language learning, but also the cornerstone of language learning. This article takes English pronunciation teaching in rural primary schools as the starting point to explore and analyze the current teaching methods of pronunciation taught by rural primary school teachers, and proposes some feasible suggestions from the current education perspective. And in this process, the teaching methods of English vocabulary were mentioned. By combining different researchers' explanations of the teaching methods of English vocabulary, better vocabulary teaching methods were obtained in the later stage, allowing students to learn knowledge happily. In response to the current situation of rural primary school teaching, some suggestions are also proposed, such as strengthening the horizontal and vertical infiltration of pronunciation and intonation teaching content in pronunciation teaching, and paying attention to the comprehensive development of pronunciation; And in vocabulary teaching, teachers need to create a vocabulary teaching context and encourage students to comprehensively use vocabulary.
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Кубейсинова, Д., and Ж. Нуратдинова. "Enhancing professional english communication skills of non-professional students based on communication methods." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (2023): 504–6. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp504-506.
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The article deals with the issue of improving students’ pronunciation in foreign languages and is based on the methods of improving pronunciation in English and the effectiveness of communication methods in this process.
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Yishake, Caifuding, Mariya Mayituohuo, Aasma Saleem, and Xie Lili. "Difficulties and Countermeasures of Han Nationality Students in Learning Kyrgyz Phonetics and Letters." International Journal of Linguistics, Literature and Translation 3, no. 10 (2020): 01–06. http://dx.doi.org/10.32996/ijllt.2020.3.10.1.
Full textAbstract:
Language is important for everyone and plays a vital role in the educational and cultural development of a nation. Learning and teaching of any language is a difficult and technical job in every society. The correct pronunciation is the most basic condition to learn a language. Han students face many difficulties to learn the Kyrgyz language. This study will discuss the problems and possible solutions of Han student’s difficulty to learn the Kyrgyz language. When the pronunciation is suffixed with the vowel [ы] in the consonant, it is a common problem for Han students to learn the Kyrgyz pronunciation of it. Because some students have confused and mixed the phenomenon of phonetic pronunciation in Chinese Pinyin and Kyrgyz. To understand the Kyrgyz pronunciation and knowing the pronunciation skills is difficult, which is based on the accurately grasping of the pronunciation part to understand that there are two pronunciation variants of certain letters in the Kyrgyz language. Applying imitative, replacement, and other practical and effective methods to repeat the pronunciation and for more accurate practice are the good solution for Han student's problems to learn the Kyrgyz language. The teacher should promptly correct the student’s pronunciation errors and at the same time strengthens the student's "three more training" method after class. This study can effectively and universally solve the pronunciation problems of Han students. Moreover, this study will help them to learn Kyrgyz phoneme and letters more easily than other methods.
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Brissaud, Catherine, Carole Fisher, and Isabelle Negro. "The relation between spelling and pronunciation." Written Language and Literacy 15, no. 1 (2012): 46–64. http://dx.doi.org/10.1075/wll.15.1.03bri.
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This paper presents a study of the impact of pronunciation on the spelling of /E/ verb endings in French. The pronunciation of /E/ endings varies according to which areas the French language is used. In some areas, the /E/ verb endings are pronounced either /e/ or /ε/, according to the verb tense, whereas in others this opposition has progressively disappeared in time. Since the opposition /e/ ~ /ε/ leads to spelling distinctions, it is hypothesized that contrasting phonological forms may help the writer to avoid spelling errors. To test this hypothesis, 136 fifth-graders from specific different regions were required to transcribe different verb endings in /E/. The transcriptions from areas where the phonological opposition is usually observed were compared with those from areas where the opposition is neutralized. The data reveals that, although there is a tendency for students in areas where phonological opposition is still present to use phonologically compatible endings, the absence of neutralization does not necessarily guarantee the correct selection of verb endings. Keywords: pronunciation; spelling; phonological neutralization; French; verb endings
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Nguyen, Hong Nhung. "Teaching English Sounds to Vietnamese Secondary School Students: From Theories to Applications Using Learner-centered Methods." International Journal of Language Instruction 2, no. 1 (2023): 16–29. http://dx.doi.org/10.54855/ijli.23212.
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Pronunciation plays a pivotal role in language teaching for communicative purposes. Practitioners, however, are either ignorant or reluctant to teach pronunciation due to insufficient professional training, time restrictions, large classrooms, and excessive language knowledge. This research was conducted to fill this gap. The author carefully synthesized theories of language and second language (L2) learning to design a series of activities for teaching English pronunciation to Vietnamese secondary school students with the use of learner-centered methods. Sixteen pronunciation lessons on sounds from English 6 i-Learn Smart World (Vo et al., 2021) and English 7 i-Learn Smart World (Vo et al., 2022) were examined. The findings recommended some activities which were based on the pronunciation acquisition of meaning, form, and use and followed the Pre-While-Post teaching procedure. The pedagogical issues mentioned will be resolved in similar educational settings when this effort succeeds in developing a basic theory-based procedure to teach English sounds.
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Komar, Smiljana. "The Challenges, Methods and Results of Teaching GB Pronunciation to Slovene EFL Students." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 1 (2019): 101–22. http://dx.doi.org/10.4312/elope.16.1.101-122.
Full textAbstract:
The paper presents and discusses the results of a study whose main purpose was to test the oral production of General British (GB) sounds in connected speech by Slovene BA students of English. Previous studies in contrastive English-Slovene pronunciation were mainly concerned with the perception and production of individual sounds. Our study, on the other hand, focused on the production of GB sounds in connected speech. We were interested in the state of affairs of English pronunciation before and after a 60-hour intensive and systematic theoretical and practical instruction of English pronunciation. The results confirmed out initial two hypotheses that the influences of L1 phonological and phonetic system, orthography and General American pronunciation were stronger before the instruction, and that the phonemic transcription has a very positive influence on the acquisition of foreign sounds in EFL students.