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Journal articles on the topic 'American pronunciation'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Mompean, Annick Rivens. "Pronouncing English in Brazil." English Today 13, no. 1 (January 1997): 28–35. http://dx.doi.org/10.1017/s0266078400009433.

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12

Zuengler, Jane. "Identity Markers and L2 Pronunciation." Studies in Second Language Acquisition 10, no. 1 (February 1988): 33–49. http://dx.doi.org/10.1017/s027226310000694x.

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This is a report of a study of social marking in second language pronunciation. In particular, it tested out Trudgill's (1981) suggestion that sounds that are most likely to undergo sociolinguistic variation, that is, that may become social markers, are those that Labov (1972a, 1972b), calls stereotypes. This study sought to determine whether there were certain aspects of English pronunciation that native Spanish speakers would, at some level of awareness, associate with American English/American identity. The speakers were asked to perform several tasks, including a mimic of an American speaking Spanish with an American accent (following Flege & Hammond, 1982). Among the results, speakers displayed a tacit awareness of English-Spanish sound distinctions (in particular, allophonic differences) in performing the mimic (supporting Flege & Hammond, 1982). Additionally, some of the alterations they were very conscious of held as stereotypes of American English. Support was found for Trudgill's (1981) suggestion.

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13

Roberts, Gillian. "Language attitudes and L2 pronunciation." English Text Construction 13, no. 2 (December 10, 2020): 178–211. http://dx.doi.org/10.1075/etc.00040.rob.

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Abstract Since pronunciation serves as a vehicle for both intelligibility and identity, exploring learners’ attitudes towards different accent varieties can allow both pedagogical and sociolinguistic insights into second language acquisition. This study investigates the attitudes of Flemish secondary school students towards RP and General American and the relation between these attitudes and the students’ actual pronunciation in English. Participants rated British and American accents in a verbal guise experiment, and speech recordings provided a sample of respondents’ own pronunciation. Results diverged from previous findings: while participants had more positive attitudes towards RP, they spoke with a higher proportion of GA phonological features. Almost half of the participants did not aim to speak with either a British or an American accent.

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Šuštaršič, Rastislav. "Phonemic Transcriptions in British and American Dictionaries." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 87–95. http://dx.doi.org/10.4312/elope.2.1-2.87-95.

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In view of recent criticisms concerning vowel symbols in some British English dictionaries (in particular by J. Windsor Lewis in JIPA (Windsor Lewis, 2003), with regard to the Oxford Dictionary of Pronunciation (Upton, 2001), this article extends the discussion on English phonemic transcriptions by including those that typically occur in standard American dictionaries, and by comparing the most common conventions of British and American dictionaries. In addition to symbols for both vowels and consonants, the paper also deals with the different representations of word accentuation and the issue of consistency regarding application of phonemic (systemic, broad), rather than phonetic (allophonic, narrow) transcription. The different transcriptions are assessed from the points of view of their departures from the International Phonetic Alphabet, their overlapping with orthographic representation (spelling) and their appropriateness in terms of reflecting actual pronunciation in standard British and/or American pronunciation.

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15

Ward, Michael T., Peter C. Bjarkman, and Robert M. Hammond. "American Spanish Pronunciation: Theoretical and Applied Perspectives." Hispanic Review 59, no. 3 (1991): 333. http://dx.doi.org/10.2307/474055.

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16

Barnwell, David, Peter C. Bjarkman, and Robert M. Hammond. "American Spanish Pronunciation: Theoretical and Applied Perspectives." Modern Language Journal 74, no. 3 (1990): 421. http://dx.doi.org/10.2307/327675.

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17

Shreve, Jack, Peter C. Bjarkman, and Robert M. Hammond. "American Spanish Pronunciation: Theoretical and Applied Perspectives." Hispania 73, no. 4 (December 1990): 1010. http://dx.doi.org/10.2307/344295.

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18

Nuessel, Frank. "American Spanish pronunciation: Theoretical and applied perspectives." Lingua 84, no. 1 (May 1991): 65–75. http://dx.doi.org/10.1016/0024-3841(91)90016-x.

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19

Carter, Nina, Shelley Staples, Jay Shen, and Yu Xu. "American English pronunciation and the internationally educated nurse." Nursing Management (Springhouse) 44, no. 4 (April 2013): 52–55. http://dx.doi.org/10.1097/01.numa.0000428195.06765.22.

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20

Freisinger, Dagmar. "Peter C. Barkman & Robert M. Hammond (eds.), American Spanish pronunciation. Theoretical and applied perspectives. Georgetown University Press, Washington, DC, 1989; 262 pp." Nueva Revista de Filología Hispánica (NRFH) 42, no. 1 (January 1, 1994): 172–76. http://dx.doi.org/10.24201/nrfh.v42i1.1831.

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21

Deterding, David, Jennie Wong, and Andy Kirkpatrick. "The pronunciation of Hong Kong English." English World-Wide 29, no. 2 (April 23, 2008): 148–75. http://dx.doi.org/10.1075/eww.29.2.03det.

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This paper provides a detailed description of the pronunciation of English by fifteen fourth-year undergraduates at the Hong Kong Institute of Education. First, the occurrence of American features of pronunciation is considered. Then there is an analysis of the pronunciation of initial TH, initial and final consonant clusters, L-vocalisation, conflation between initial [n] and [l], monophthong vowels, the vowels in FACE and GOAT, vowel reduction, rhythm and sentence stress. Finally, the status of Hong Kong English is considered, particularly the extent of its continuing alignment with an exonormative standard.

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22

Sheikh-Ibrahim, Abdul-Latif, and Judy B. Gilbert. "Clear Speech: Pronunciation and Listening Comprehension in American English." TESOL Quarterly 19, no. 3 (September 1985): 585. http://dx.doi.org/10.2307/3586279.

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23

Ervin, Bette Lefeber, and Judy A. Gilbert. "Clear Speech, Pronunciation and Listening Comprehension in American English." Modern Language Journal 69, no. 1 (1985): 118. http://dx.doi.org/10.2307/327930.

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24

Neufeldt, Victoria, Enid Pearsons, Sidney I. Landau, and Frederick C. Mish. "Panel Discussion on Pronunciation System and American English Lexicography." Publication of the American Dialect Society 80, no. 1 (1998): 107–20. http://dx.doi.org/10.1215/-80-1-107.

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25

Neufeldt, Victoria. "Panel Discussion on Pronunciation System and American English Lexicography." Publication of the American Dialect Society 80, no. 1 (1998): 109–14. http://dx.doi.org/10.1215/-80-1-109.

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26

Pearsons, Enid. "Panel Discussion on Pronunciation System and American English Lexicography." Publication of the American Dialect Society 80, no. 1 (1998): 114–17. http://dx.doi.org/10.1215/-80-1-114.

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27

Landau, Sidney I. "Panel Discussion on Pronunciation System and American English Lexicography." Publication of the American Dialect Society 80, no. 1 (1998): 117–19. http://dx.doi.org/10.1215/-80-1-117.

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28

Mish, Frederick C. "Panel Discussion on Pronunciation System and American English Lexicography." Publication of the American Dialect Society 80, no. 1 (1998): 119–20. http://dx.doi.org/10.1215/-80-1-119.

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29

Gardiner, Ishamina Athirah. "Intelligibility of an L2 variety in ELF interactions." Journal of Second Language Pronunciation 5, no. 2 (September 17, 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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30

Treviño, Rafael, and David Quinto-Pozos. "Name pronunciation strategies of ASL-Spanish-English trilingual interpreters during mock video relay service calls." Signed Language Interpreting and Translation 13, no. 1 (March 2, 2018): 71–86. http://dx.doi.org/10.1075/tis.00005.tre.

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Abstract This study investigates the ways in which trilingual (American Sign Language, English, and Spanish) interpreters pronounce names that commonly appear with either English or Spanish phonology. Twenty trilingual interpreters interpreted an ASL mock videophone call into English of a Deaf caller attempting to leave a message for the Social Security Administration. Results suggest that self-reported strategies for pronouncing Spanish-influenced names generally do not align with observed behavior. Instead, a relationship was noted between reported language proficiency and pronunciation; their dominant language influenced their pronunciations. Those interpreters who report a “balanced proficiency,” however, patterned differently. The results are contextualized using Gile’s Sequential Model of translation and Effort Model of simultaneous interpreting.

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31

Tergujeff, Elina. "Learner Perspective on English Pronunciation Teaching in an EFL Context." Research in Language 11, no. 1 (March 30, 2013): 81–95. http://dx.doi.org/10.2478/v10015-012-0010-z.

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This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.

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32

Henderson, Alice. "A Corpus-Based, Pilot Study of Lexical Stress Variation in American English." Research in Language 8 (October 19, 2010): 99–113. http://dx.doi.org/10.2478/v10015-010-0002-9.

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Phonological free variation describes the phenomenon of there being more than one pronunciation for a word without any change in meaning (e.g. because, schedule, vehicle). The term also applies to words that exhibit different stress patterns (e.g. academic, resources, comparable) with no change in meaning or grammatical category. A corpus-based analysis of free variation is a useful tool for testing the validity of surveys of speakers' pronunciation preferences for certain variants. The current paper presents the results of a corpus-based pilot study of American English, in an attempt to replicate Mompéan's 2009 study of British English.

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33

Putri, Rinjani Kusuma, and Zulfakhri Dt Majo Datuk. "The Difference between Standard American English Pronunciation and the Interlanguage of English Department Students of the Class of 2015 at Andalas University." Vivid: Journal of Language and Literature 9, no. 2 (December 9, 2020): 80. http://dx.doi.org/10.25077/vj.9.2.80-85.2020.

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This study discusses (1) the differences between the students’ interlanguage and standard American English pronunciation, and (2) the patterns of phonetic shift from the Standard American English into the students’ Interlanguage Pronunciation. The participants of this research were English Department students, the year of 2015, at Andalas University and were selected by using stratified random sampling with academic achievement as the criteria in choosing the sample. The data were collected by using picture description task and analyzed by using Markedness Differential Hypothesis (MDH) by Eckman (1977) where the markedness relation among the sounds were found by using Markedness Hierarchy by Lombardi (1995, 1998). The result of the analysis showed that the most frequent errors that the participants made were the pronunciation of [ð], [θ], and [v] where the participants replaced [ð] with [d],[θ] with [t], and [v] with [f]. The difficulties of the participants were mostly in line with Eckman’s MDH.

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34

Putri, Rinjani Kusuma, and Zulfakhri Dt Majo Datuk. "The Difference between Standard American English Pronunciation and the Interlanguage of English Department Students of the Class of 2015 at Andalas University." Vivid: Journal of Language and Literature 9, no. 2 (December 9, 2020): 80. http://dx.doi.org/10.25077/vj.9.2.80-85.2020.

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This study discusses (1) the differences between the students’ interlanguage and standard American English pronunciation, and (2) the patterns of phonetic shift from the Standard American English into the students’ Interlanguage Pronunciation. The participants of this research were English Department students, the year of 2015, at Andalas University and were selected by using stratified random sampling with academic achievement as the criteria in choosing the sample. The data were collected by using picture description task and analyzed by using Markedness Differential Hypothesis (MDH) by Eckman (1977) where the markedness relation among the sounds were found by using Markedness Hierarchy by Lombardi (1995, 1998). The result of the analysis showed that the most frequent errors that the participants made were the pronunciation of [ð], [θ], and [v] where the participants replaced [ð] with [d],[θ] with [t], and [v] with [f]. The difficulties of the participants were mostly in line with Eckman’s MDH.

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35

Ivanova, Natalya, and Rimma Kuzmina. "Homographic Proper Names: On Peculiarities of Pronunciation Registration." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 2 (May 2020): 98–111. http://dx.doi.org/10.15688/jvolsu2.2020.2.9.

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The article considers phonetic variants of English proper names that comprise homographic groups, and some impairments during their registration in pronouncing dictionaries. The authors present the results of lexicographic and comparative analysis of units extracted from two pronouncing dictionaries: "Cambridge English Pronouncing Dictionary" by D. Jones and "Longman Pronunciation Dictionary" by J. Wells using the continuous sampling method. Particular attention is focused on the methods of registration and completeness of phonetic notation of homographs pronunciation. A number of peculiarities are noted in recording semantics, phonetic-and-orthographic variations in some homogroups in British and American English. Clear inconsistency and insufficiency of lexicographic parametrization of both homographic proper names and their national and social pronunciation variants, as well as the meanings of common and proper names are revealed. The conclusion is made about the accuracy of "Cambridge English Pronouncing Dictionary" in terms of registering several British and American variants of onyms pronunciation, supplemented by additional comments on the phonetic variants and meanings of numerous types of proper names (anthroponyms, toponyms, ergonyms). The data obtained are required for differentiating the meanings of proper names, correct use of onyms and appellatives in oral speech, as well as for compiling dictionaries and reference books.

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36

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 (June 29, 2019): 101–22. http://dx.doi.org/10.4312/elope.16.1.101-122.

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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.

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37

Fein, Rachel La, and Judy Gilbert. "Clear Speech: Pronunciation and Listening Comprehension in North American English." TESOL Quarterly 27, no. 4 (1993): 762. http://dx.doi.org/10.2307/3587417.

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38

LANCE, D. M. "THE PRONUNCIATION OF MISSOURI: VARIATION AND CHANGE IN AMERICAN ENGLISH." American Speech 78, no. 3 (September 1, 2003): 255–84. http://dx.doi.org/10.1215/00031283-78-3-255.

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39

LABOV, WILLIAM, and BETTINA BAKER. "What is a reading error?" Applied Psycholinguistics 31, no. 4 (August 27, 2010): 735–57. http://dx.doi.org/10.1017/s0142716410000226.

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ABSTRACTEarly efforts to apply knowledge of dialect differences to reading stressed the importance of the distinction between differences in pronunciation and mistakes in reading. This study develops a method of estimating the probability that a given oral reading that deviates from the text is a true reading error by observing the semantic impact of the given pronunciation on the child's reading of the text that immediately follows. A diagnostic oral reading test was administered to 627 children who scored in the 33rd percentile range and below on state-mandated assessments in reading in Philadelphia, Pennsylvania, Atlanta, Georgia, and California elementary schools. Subjects were African American, European American, and Latino, including Latinos who learned to read in Spanish and in English first. For 12 types of dialect-related deviations from the text that were studied, the error rates in reading the following text were calculated for correct readings, incorrect readings, and potential errors. For African Americans, many of these potential errors behaved like correct readings. The opposite pattern was found for Latinos who learned to read in Spanish first: most types of potential errors showed the high percentage of following errors that is characteristic of true errors.

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40

Martens, William L., and Rui Wang. "Applying adaptive recognition of the learner’s vowel space to English pronunciation training of native speakers of Japanese." SHS Web of Conferences 102 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202110201004.

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When native speakers of Japanese are taught English as a second language, there are difficulties with their training in pronunciation of American English vowels that can be ameliorated though adaptive recognition of the learner’s vowel space. This paper reports on the development of an online Computer-Assisted Language Learning (CALL) environment that provides Japanese learners with customized target utterances of 12 single-syllable words that are synthesized according to an adaptive recognition of the learner’s vowel space. These customized target utterances provide each learner with examples of each of 12 American English monophthongs in consonant-vowel-consonant (CVC) context in order to sound as if they had been uttered by the learners themselves. This adaptive process was incorporated into a successfully developed tool for Computer-Assisted Pronunciation Training (CAPT) which gave more appropriate pronunciation targets to each learner, rather than forcing the learners to attempt to match the formant frequencies of their own utterances to those of the target utterances as produced by a speaker exhibiting a different vowel space (i.e., a speaker with a different vocal tract length).

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Sembiring, Novalina. "Contrastive Analysis of British and American English in Relation To Teaching English as a Foreign Language." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (May 8, 2021): 2367–72. http://dx.doi.org/10.33258/birci.v4i2.1938.

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This research was a descriptive research which was aimed at finding out the similarities, dissimilarities and the contributions of the contrastive analysis on teaching English as a foreign language. The data of this research were collected through library and internet sources. The researchers use comparative descriptive method to analyse the data. The obtained results was the comparison of American and British English in vocabulary, grammar, spelling, pronunciation and the contributions of them in teaching English as a foreign language. The research finding shows that British and American English are very similar in many aspects. Even though British and American English are mostly similar, they also have some differences. The difference of British and American English can be found in terms of vocabulary, grammar, spelling and pronunciation. Among them, vocabulary is the largest one. It is suggested that lecturers and teachers aware of the similarities and differences between British and American English in teaching English as a foreign language so that it will lead to the successful teaching of English including its varieties.

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Aslam, Aqsa, Aniqa Rashid, and Amna Aziz. "Deviation in Academic Speech of Pakistani English Language Learners: A Corpus-Based Study." Global Language Review V, no. II (June 30, 2020): 127–34. http://dx.doi.org/10.31703/glr.2020(v-ii).13.

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Pakistani English language learners' speech in an academic context has been evaluated in the present research. A catalogue of 350 words that fluctuate in pronunciation from the Basic English pronunciation of these words has been instructed in the present study. Wordlist founded on a remark made over six months has been formulated along with the transcription of these words according to the British, American, and Pakistani phonetic variants to bring out the unique pronunciation of educated Pakistani speakers of English. The deviation may be an outcome of learning rifts or the impact of their native languages such as Urdu, Punjabi, Pashtu and Saraiki. The general contours in the Pakistani pronunciation of these English words have also been examined. The study may not only assist in acquainting the global audience with the distinctive phonetic features of Pakistani English but also make the Pakistani teachers and learners concentrate on these words while teaching or learning how to pronounce them.

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Molholt, Garry. "Computer-Assisted Instruction in Pronunciation for Chinese Speakers of American English." TESOL Quarterly 22, no. 1 (March 1988): 91. http://dx.doi.org/10.2307/3587063.

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Cho, Sandy, Laura Koenig, and Lu Feng Shi. "Cantonese Pronunciation among Hong Kong speakers and American Born Chinese speakers." Journal of the Acoustical Society of America 131, no. 4 (April 2012): 3274. http://dx.doi.org/10.1121/1.4708242.

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Rosenhouse, Judith. "Native Speakers Pronunciation of Foreign Names." Babel. Revue internationale de la traduction / International Journal of Translation 46, no. 3 (December 31, 2000): 245–59. http://dx.doi.org/10.1075/babel.46.3.05ros.

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Due to various reasons, proper names (personal names) are often considered a separate group within the noun category of a language. Nowadays, foreign names are much more wide-spread, perhaps, than ever before. This fact causes pronunciation difficulties to speakers in the native-language environment. Moreover, the foreign origin of a name remains long after an individual’s immigration, and many foreign names are integrated into the absorbing language. Two problem areas arise for speakers of a certain language who have to pronounce foreign names: on the written modality level, letter-to-sound correspondence, and on the aural modality, the pronunciation of the foreign name (according to the speaker’s L1). These issues require decisions about phonological and phonetic features of the foreign language which are to be adopted or discarded in pronouncing a name. Based on our field study, various solutions of these problems are here described and discussed. It appears that native speakers of English (not only American English, as our study reveals) do not base their decisions only on the graphic form of the names (letter sequences); their experience with other languages affects their productions. In addition, not all letter sequences yield identical pronunciation decisions. Thus, solutions are not uniform. Examples are given from French surnames and personal names that occur in English in the USA.

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Shamina, Elena A. "LITERARY CHARACTERS’ SPEECH AS A MIRROR OF THE SOCIOLINGUISTIC SITUATION: A PHONETIC APPROACH." Theoretical and Applied Linguistics, no. 3 (2017): 94–109. http://dx.doi.org/10.22250/2410-7190_2017_3_3_94_109.

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The article deals with the representation of literary characters’ pronunciation in books by modern Russian, British, American (USA), Australian and Spanish writers. It shows how the author’s comments, as well as alternative spellings and other visual means of registering segmental and prosodic features of speech are used to point to a foreign accent, a regional or social dialect, or individual pronunciation patterns, etc. Frequencies of the use of the literary tool in Russian, English and Spanish literatures are presented. The conclusion emphasizes the sociolinguistic validity of book characters’ phonetic portraying and the adequate picture of the sociolinguistic situation in the country drawn with its help.

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Henderson, Alice, Dan Frost, Elina Tergujeff, Alexander Kautzsch, Deirdre Murphy, Anastazija Kirkova-Naskova, Ewa Waniek-Klimczak, David Levey, Una Cunnigham, and Lesley Curnick. "The English Pronunciation Teaching in Europe Survey: Selected Results." Research in Language 10, no. 1 (March 30, 2012): 5–27. http://dx.doi.org/10.2478/v10015-011-0047-4.

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This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about: ● their own pronunciation, ● their training, ● their learners’ goals, skills, motivation and aspirations, ● their preferences for certain varieties (and their perception of their students' preferences). The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most respondents are non-native speakers of English and the majority of them rate their own mastery of English pronunciation favourably. However, most feel they had little or no training in how to teach pronunciation, which begs the question of how teachers are coping with this key aspect of language teaching. In relation to target models, RP remains the variety of English which teachers claim to use, whilst recognizing that General American might be preferred by some students. Differences between countries are explored, especially via replies to open-ended questions, allowing a more nuanced picture to emerge for each country. Other survey research is also referred to, in order to contextualise the analyses and implications for teaching English and for training English teachers.

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Oancea, Costin-Valentin. "The voice of writing: eye dialect and pronunciation respelling in American English." Studii si cercetari lingvistice 68, N 2 (2017): 177–86.

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Khan, Afzal, and Soleman Awad Mthkal Alzobidy. "Vowel Variation Between American English and British English." International Journal of English Linguistics 9, no. 1 (December 31, 2018): 350. http://dx.doi.org/10.5539/ijel.v9n1p350.

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The English Language, being an international language, is spoken all over the world with many variations. These variations occur primarily due to environmental, cultural and social differences. The main reasons for these variations are intermingling of different races and strata in a society. In this regard prominent differences can be observed at phonological levels. These phonological variations produce different kinds of English, like British and American English. In these two there are differences in intonation, stress pattern, and pronunciation. Although South-Eastern British R.P. is known as Standard English but one cannot deny the existence and value of American English. The study attempts to highlight the vowel variation between British English and American English at phonological level.

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Cid Lucas, Fernando. "Americanismos en las guajiras flamencas: arte entre dos continentes." Revista de Investigación sobre Flamenco "La Madrugá", no. 16 (December 27, 2019): 1–37. http://dx.doi.org/10.6018/flamenco.389401.

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En el presente artículo se analiza la presencia de americanismos insertos en las letras de algunas de las guajiras flamencas más conocidas en el repertorio pasado y actual del flamenco. Por otra parte, se comentarán algunos errores de pronunciación de dichos vocablos venidos desde el continente americano en los que han caído cantaores y cantaoras flamencos. In this article we will analyze the presence of several Americanisms inserted in the lyrics of some of the best known flamenco guajiras in the past and current repertoire of flamenco. In the same way, some solutions will be given to some errors of pronunciation of those words coming from the American continent made by flamenco singers.

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