Relevant bibliographies by topics / American pronunciation

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

Academic literature on the topic 'American pronunciation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "American pronunciation"

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van der Haagen, Monique. "Neder-Engels Of Neder-Amerikaans?" TTW: De nieuwe generatie 39 (January 1, 1991): 63–74. http://dx.doi.org/10.1075/ttwia.39.06haa.

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Although the model of English pronunciation in Dutch schools is, and always has been, British English (commonly known as Received Pronunciation, RP), not only teachers, but also informed laymen notice that the pronunciation of learners seems to be more and more influenced by American English. An investigation into the nature and spread of this influence therefore seems in order. This paper discusses some of the preliminary results of a research project which aims to give an inventory and description of the influence of American English (General American, GA) on the pronunciation of 10 phonological variables, among which are /æ/ in words like classroom and wineglass, and flapped /t/ in words like pretty and meeting. A second aim of the project is to find out to which the degree the American and British varieties are attractive to our population. Therefore a number of listening tests were administered: - a preference test, in which subjects had to indicate which pronunciation of a lexical item they thought (a) best (i.e. confirm to the school norm) and (b) they would prefer to use themselves. - an identification test, in which subjects had to indicate whether an item was pronounced in RP or in GA. - a matched guise test consisting of 12 versions of the same story, read by 8 speakers, 4 of them in both varieties. A preliminary inventory shows that in roughly 25% of all the pronunciations of single lexical items (word list style) we can speak of an 'American-like' pronunciaton. The variables that are pronounced most frequently GA-like are flapped /t/ in little, /æ/ in classroom, /a/ in hockey and postvocalic /r/ in morning. It also appears that RP is still the preferred variety on both the preference tests, although this preference decreases slightly when asked which pronunciation they would prefer to use themselves. Roughly 65% of the items was correctly identified as being RP or GA. Finally, the matched guise test showed a significantly high rating of GA female voices on all factors except for the factor 'school-norm'. RP males and females scored relatively high on this factor as well as on 'social status', but dropped considerably on the 'activity' factor and remained below the GA voices on 'personal affect'.
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Nickolayeva, Iryna. "AMERICAN PRONUNCIATION STANDARD AND REGIONAL TYPES OF THE AMERICAN PRONUNCIATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 1(69)/2 (March 29, 2018): 58–61. http://dx.doi.org/10.25264/2519-2558-2018-1(69)/2-58-61.

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Morley, Joan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." TESOL Quarterly 27, no. 4 (1993): 759. http://dx.doi.org/10.2307/3587415.

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Hirvela, Alan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." Modern Language Journal 78, no. 3 (1994): 393. http://dx.doi.org/10.2307/330126.

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Miotti, Renzo. "Variety of pronunciation models in European and American teaching or (self-)learning manuals of pronunciation for non-native speakers of Spanish." Loquens 5, no. 1 (September 4, 2018): 049. http://dx.doi.org/10.3989/loquens.2018.049.

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This paper analyses a corpus of Spanish pronunciation manuals published in Europe (Spain and Italy) and in the Americas (United States, Canada, and Brazil) from the 1970s onwards, which are aimed at second-language learners. The aim is to answer the following questions: Which pronunciation model is adopted in (self-)learning pronunciation manuals for non-native speakers of Spanish in Europe and America? Is it possible to observe a convergence towards a unique model or do these manuals reflect a plurality of different models? What is the role of the Castilian norm? Is it still the only reference model in Europe? Is it still viewed as a prestige model in non-Spanish speaking parts of the American continent, as it has been for a long time? Finally, what are the phonetic and phonological characteristics of the pronunciation norms employed in these manuals? The results of the analysis show that the manuals in the corpus reflect a plurality of different pronunciation models. The Castilian norm, which distinguishes between /θ/ and /s/, and in most manuals also between /ʎ/ and /ʝ/, still has an undisputed primary role in Europe. In America, by contrast, three basic models can be observed, namely a neutral American— which in its main features coincides with the Spanish of Latin American highlands—, the European one, and Buenos Aires Spanish. Moreover, it must be pointed out that in American manuals the European model is always an alternative to the neutral American one and it is never proposed as a unique reference standard. Brazilian manuals, on the other hand, represent an anomalous case due to the lack of a unique reference standard as the teaching model. In this case, the three mentioned reference models represent alternative options based on characteristics of different kinds, as discussed in the article.
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Bronstein, Arthur J. "American Pronunciation (review)." Dictionaries: Journal of the Dictionary Society of North America 19, no. 1 (1998): 238–42. http://dx.doi.org/10.1353/dic.1998.0006.

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Kretzschmar, William A. "Pronunciation Keys in American Dictionaries." Dictionaries: Journal of the Dictionary Society of North America 27, no. 1 (2006): 127–32. http://dx.doi.org/10.1353/dic.2006.0004.

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THOMAS, E. R. "UPDATING A CLASSIC; American Pronunciation." American Speech 76, no. 2 (June 1, 2001): 198–204. http://dx.doi.org/10.1215/00031283-76-2-198.

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Wieling, Martijn, Jelke Bloem, Kaitlin Mignella, Mona Timmermeister, and John Nerbonne. "Measuring Foreign Accent Strength in English." Language Dynamics and Change 4, no. 2 (2014): 253–69. http://dx.doi.org/10.1163/22105832-00402001.

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With an eye toward measuring the strength of foreign accents in American English, we evaluate the suitability of a modified version of the Levenshtein distance for comparing (the phonetic transcriptions of) accented pronunciations. Although this measure has been used successfully inter alia to study the differences among dialect pronunciations, it has not been applied to studying foreign accents. Here, we use it to compare the pronunciation of non-native English speakers to native American English speech. Our results indicate that the Levenshtein distance is a valid native-likeness measurement, as it correlates strongly (r = -0.81) with the average “native-like” judgments given by more than 1000 native American English raters.
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Pratiwi, Desy Riana, and Lia Maulia Indrayani. "Pronunciation Error on English Diphthongs Made by EFL Students." TEKNOSASTIK 19, no. 1 (January 28, 2021): 24. http://dx.doi.org/10.33365/ts.v19i1.486.

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This research addresses pronunciation errors of English diphthongs made by EFL students. The data were collected from pronunciation recordings of 9 post-graduate students who were studying linguistics in the second year. Three of the respondents were male and 6 female students. Studies show that different backgrounds and cultures affect sounds and sound styles as they are related to pronunciation or language styles. The purpose of this research was to analyze and describe the pronunciation errors of English diphthongs made by EFL students. Diphthong is divided into two types, namely GA (General American) and SSBE (Standard Southern British English) or commonly referred to as British accent. To collect the data, the researchers recorded students’ pronunciations using a smartphone. The data collected were then analyzed by employing qualitative and quantitative descriptive methods. The results show that 4 students used SSBE diphthong accent and 5 used GA diphthong accents. In this analysis, there were also 4 students who made pronunciation errors in pronouncing [eɪ], [ɛə], [ʊə] and [aɪ] diphthongs, 3 students had problems about [aʊ] and 2 students mispronounced [oʊ] diphthong.
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Dissertations / Theses on the topic "American pronunciation"

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Peterson, Susan S. "Pronunciation Learning Strategies and Learning Strategies Related to Pronunciation Ability in American University Students Studying Spanish." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394793631.

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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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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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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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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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Norlin, Helena. "I Say 'tomeydo', You Say 'tomahto': American and British English pronunciation in EFL Learning." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-215.

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Within the last few hundred years, English has gone from being a rather small peripheral language to what it is today – a world language, spoken by millions of people worldwide. The best-known dialects to Swedish learners of English are British English (RP, Received Pronunciation) and American English (GA, General American). Traditionally, British English has been the variety taught in Swedish schools, but due to the recent and growing influence of American English, more and more pupils are using the American dialect. The purpose of this essay is to determine which of these dialects is more common among students in one Swedish school. I have also investigated if the teachers’ English pronunciation and their opinions of the different dialects, as well as the students’ own, have an impact on what variety the students choose to use.

The results of the study show that although all students mixed both dialects, American features were predominant. A small number of students spoke mainly British English. A majority of the students claimed to be influenced more by the media than by their teachers. When it comes to the students’ opinions of the two dialects it appeared that the students who used more features from one dialect proved to be more positive towards that dialect. Many students found British English to be snobbish. It was also seen as slightly more classy and beautiful than GA. American English was generally considered cool but cocky. It was not considered as intelligent-sounding as RP, but instead more friendly and reliable.

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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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Alftberg, Ann-Kristin. "British or American English? : attitudes, awareness and usage among pupils in a secondary school." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-5545.

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The aim of this study is to find out which variety of English pupils in secondary school use, British or American English, if they are aware of their usage, and if there are differences between girls and boys. British English is normally the variety taught in school, but influences of American English due to exposure of different media are strong and have consequently a great impact on Swedish pupils. This study took place in a secondary school, and 33 pupils in grade 9 participated in the investigation. They filled in a questionnaire which investigated vocabulary, attitudes and awareness, and read a list of words out loud. The study showed that the pupils tend to use American English more than British English, in both vocabulary and pronunciation, and that all of the pupils mixed American and British features. A majority of the pupils had a higher preference for American English, particularly the boys, who also seemed to be more aware of which variety they use, and in general more aware of the differences between British and American English.

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Thörnstrand, Åsa. "British or American English? : A survey of some upper secondary schools." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1744.

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The aim of this paper is to find out what variety of English pupils in upper secondary schools are using, British English or American English, but also to see if there are any difference between boys and girls and if they are aware of their usage. British English used to be the only variety allowed in school, but now other varieties are taught as well and American English is gaining ground in Swedish schools. According to the curriculum, it is a part of the subject of English in upper secondary schools to study the different varieties and be aware of them. This study took place in Swedish upper secondary schools in the Stockholm area where 108 pupils in university preparing programs translated sentences with words that differ in British and American English, filled in a questionnaire which tested spelling and were also recorded when reading sentences. The survey showed that the tendency among these pupils is that they use American English more than British English in both vocabulary and pronunciation. The study also indicated that many pupils tend to mix their usage between the varieties, especially the girls. It was also seen that boys seem to be more aware of what variety they use.

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Kangasniemi, Annie. "British vs. American pronunciation? : A real-time study of change and consistency in Swedish TV interviews 1970-2009." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91025.

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This magister degree project is a quantitative, real-time study concerning Swedes’ pronunciation of English, their choice of English accent and the degree of mixing of accents by individual speakers. The informants of the study are Swedish television journalists who speak English on television, in various interview situations. In order to determine which accent/s the journalists adopt, the classical RP/GA differences have been observed. For the purpose of the study a corpus of television clips was created, using The Swedish Media Database (Svensk Mediedatabas). The time span of the gathered material stretches from 1970 until 2009, covering four full decades. The speech of TV journalists is particularly interesting from a sociolinguistic point of view, as it can be argued that it is a form of performed speech where the concern for linguistic norm or context appropriateness is higher than in normal speech. The accent that the journalists adopt could therefore be particularly indicative of which English accent is considered most prestigious or most appropriate, among Swedish speakers. British English was the exclusive educational norm in Sweden until 1994 when American English was accepted as an alternative. Students have since been encouraged to choose one of these accents and to avoid mixing of accents. At the same time Swedish speakers are increasingly exposed to American English through media. The hypothesis underlying this study was therefore that we should see a growing tendency in favour of American English in the journalists’ speech and that the tendency to mix accents would be less frequent in earlier years and more common today. Results of the study show a very modest increase of American accent, which peaks in the 1990s and seems to abate by 2000. The data indicates a surprisingly stable situation in favour of British English over the four decades, with a general 30-40 percent mix of American English features. All the informants mix accents, typically up to 30 percent, already in the 1970s. The data cannot fully confirm an increasing American English influence on Swedes’ choice of English accent. However, the study indicates that mixing of accents is, and has been, a common and probably inevitable phenomenon.
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Books on the topic "American pronunciation"

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

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Susan, Ehrlich, ed. Teaching American English pronunciation. Oxford [England]: Oxford University Press, 1992.

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

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NTC's dictionary of American English pronunciation. Lincolnwood, Ill., USA: National Textbook Co., 1994.

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A dictionary of American English pronunciation. San Francisco: Austin & Winfield, 1998.

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Carley, Paul, and Inger M. Mees. American English Phonetics and Pronunciation Practice. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228.

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NTC's dictionary of American English pronunciation. Lincolnwood, IL: National Textbook Co., 1996.

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Widawski, Maciej. A handbook of American English pronunciation. [Gdańsk]: Wydawn. Uniwersytetu Gdańskiego, 1995.

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Perfecting the sounds of American English. Lincolnwood, Ill., USA: NTC Pub. Group, 1997.

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Taguchi, Dorothy M. American English pronunciation: Exercises for accent reduction. Los Angeles: Linguistic Edge, 1993.

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Book chapters on the topic "American pronunciation"

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Trudgill, Peter, and Jean Hannah. "The pronunciation of North American English." In International English, 42–59. Sixth edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315192932-3.

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Carley, Paul, and Inger M. Mees. "Basic concepts." In American English Phonetics and Pronunciation Practice, 1–6. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-1.

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Carley, Paul, and Inger M. Mees. "Consonant clusters." In American English Phonetics and Pronunciation Practice, 232–36. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-10.

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Carley, Paul, and Inger M. Mees. "Practice." In American English Phonetics and Pronunciation Practice, 237–43. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-11.

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Carley, Paul, and Inger M. Mees. "Connected speech." In American English Phonetics and Pronunciation Practice, 244–48. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-12.

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Carley, Paul, and Inger M. Mees. "Consonants." In American English Phonetics and Pronunciation Practice, 7–34. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-2.

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Carley, Paul, and Inger M. Mees. "Practice." In American English Phonetics and Pronunciation Practice, 35–87. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-3.

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Carley, Paul, and Inger M. Mees. "Practice." In American English Phonetics and Pronunciation Practice, 88–121. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-4.

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Carley, Paul, and Inger M. Mees. "Vowel theory." In American English Phonetics and Pronunciation Practice, 122–35. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-5.

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Carley, Paul, and Inger M. Mees. "Practice." In American English Phonetics and Pronunciation Practice, 136–80. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-6.

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Conference papers on the topic "American pronunciation"

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Proença, Jorge, Ganna Raboshchuk, Ângela Costa, Paula Lopez-Otero, and Xavier Anguera. "Teaching American English pronunciation using a TTS service." In SLaTE 2019: 8th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/slate.2019-11.

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Sukhovalov, Ilia, Elena Shamina, and Elena Besedina. "SYSTEMIC APPROACH TO TEACHING PRONUNCIATION (A CASE OF TEACHING GENERAL AMERICAN ENGLISH PRONUNCIATION TO RUSSIAN SPEAKERS)." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0435.

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Liu, Xiaoyi. "Research on British and American Pronunciation Differences in College English Phonetics Courses." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.120.

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Biadsy, Fadi, Nizar Habash, and Julia Hirschberg. "Improving the Arabic pronunciation dictionary for phone and word recognition with linguistically-based pronunciation rules." In Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1620754.1620812.

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Galescu, Lucian. "Extending pronunciation lexicons via non-phonemic respellings." In Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics, Companion Volume: Short Papers. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1620853.1620890.

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Chen, Lei, Klaus Zechner, and Xiaoming Xi. "Improved pronunciation features for construct-driven assessment of non-native spontaneous speech." In Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1620754.1620819.

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Boyd, Adriane. "Pronunciation modeling in spelling correction for writers of English as a foreign language." In Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics, Companion Volume: Student Research Workshop and Doctoral Consortium. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1620932.1620938.

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