Relevant bibliographies by topics / ELT: speaking / pronunciation skills

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

Academic literature on the topic 'ELT: speaking / pronunciation skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "ELT: speaking / pronunciation skills"

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Yavuz, Fatih, and Kubra Keser. "Perceptions of candidate teachers about teaching pronunciation in ELT classes." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 110–17. http://dx.doi.org/10.18844/ijlt.v11i3.4298.

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Pronunciation is regarded as one of the most significant parts to be developed in gaining speaking skills in English Language Teaching (ELT) classes. For the development of pronunciation skills, a lot of different approaches and ways have been employed. In choosing these ways and approaches, the perspectives of language teachers have constituted an important part. Thus, this study is designed with the aim of getting a deeper understanding of the perspectives of students from ELT department about pronunciation problems and pronunciation teaching. The research was designed on the basis of quantitative research design. A questionnaire adopted from Ducate and Lomicka (2009) was employed to learn the perspectives of ELT department students about pronunciation. Results have revealed that teacher candidates believe that they can improve pronunciation skills and pronunciation is as essential as other skills in ELT.
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Nurjanah, Ratih Laily, Deswandito Dwi Saptanto, and Maya Kurnia Dewi. "Developing Modelling-Based Speaking Module for Informal Interaction to Support Independent Learning of Speaking Skill." ELT-Lectura 8, no. 1 (March 2, 2021): 99–111. http://dx.doi.org/10.31849/elt-lectura.v8i1.5660.

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The lack of English module in speaking skill to support the teaching and learning process becomes one of the reasons for this study to come up. Another one is the reality that now, students are expected to be able to develop themselves independently without being dependent on lecturers since the Ministry of Education issued a new curriculum of Kampus Merdeka (Independent Campus). This is such an extended period from what is being faced by the world during outbreak era where classroom activities cannot be held. This study aims to observe what kind of speaking module is needed by students and to develop a modelling-based speaking module in informal interaction to support the independent learning process. This is a research and Development method according to Borg and Gall theory with 10 steps of development. The results show students need a module that can give them examples how to pronounce words but not in form of phonetic transcription. A module is then developed containing various daily expressions accompanied by an USB flash-drive contains recordings of a native speaker giving examples or models on how to pronounce the expressions accurately. Student are expected to be able to imitate the examples whenever they need until they can produce correct pronunciation and intonation.
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Yaman, Ismail. "What If There Is Nobody Around to Speak English? Then Keep Your Voice Diary." English Language Teaching 9, no. 3 (February 15, 2016): 160. http://dx.doi.org/10.5539/elt.v9n3p160.

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<p>This study aims to explore English Language Teaching (ELT) prep-class students’ perceptions of keeping personal voice diaries via a voice recorder as a way to extend speaking practice beyond the classroom walls. Following a ten-week treatment under which 12 voluntary students attending ELT prep-class at Ondokuz Mayıs University kept voice diaries in English outside the school on a regular daily basis, data were collected through semi-structured interviews. The qualitative analyses of the students’ answers indicate that an overwhelming majority of them regard speaking as a challenging skill due to factors like lack of fluency and excessive anxiety. As for the accessible chances to practice oral English, most of the participants report that there is an apparent inadequacy of opportunities beyond school. When asked about the contribution of individual voice diaries to the alleviation of the lack-of-practice-opportunities problem, almost all of the participants except one evaluate keeping voice diaries as an effective means of speaking improvement. It is praised mostly for its boosting effect on self-expression skills, fluency, and pronunciation; and for its lowering effect on anxiety and stress. In line with the findings of this study, it can be concluded that there is no equivalent substitute for the improvement of oral skills through dialogue and interaction between human beings in flesh and blood; however, keeping voice diaries on an individual basis can somehow help EFL learners overcome the limited conditions they face during their struggle to practice and improve oral English.</p>
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Bist, Resham Bahadur. "Role of the Literature in ELT Course of Mid-Western University." Journal of NELTA Surkhet 5 (April 1, 2018): 56–64. http://dx.doi.org/10.3126/jns.v5i0.19488.

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This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and effective stimuli for students to express themselves, and a potential source of learner motivation. These texts also provide an opportunity for multi-sensorial classroom experiences and can appeal to learners with different learning style. The students can promote their creativity and language proficiency in ESL/EFL context of ELT classroom. Therefore, it is essential to design the literary texts in ELT course to promote both the language skills (i.e. listening, speaking, reading, and writing) and language areas (i.e. vocabulary, grammar, and pronunciations).Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 56-64
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Pradana, Harsya Danang. "STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 42–50. http://dx.doi.org/10.31932/jees.v3i1.649.

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Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation
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Lestari, Fifa. "AN ANALYSIS OF STUDENT SPEAKING SKILL USING ROLE PLAY METHOD." PROJECT (Professional Journal of English Education) 3, no. 1 (January 27, 2020): 114. http://dx.doi.org/10.22460/project.v3i1.p114-119.

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One of the skills that must be mastered in learning English is speaking. However, many people do not have the confidence to speak English because of several problems, both in grammar, vocabulary, pronunciation or fluency. One of the many methods that can improve speaking skills is role-playing. The purpose of the study is to find out whether role-playing techniques can improve students' speaking skill or not. It turns out that from several opinions of students that the speaking skills of students can practice pronunciation, and can increase vocabulary. Based on the data, it can be concluded that role-playing techniques can improve students' speaking skills. Keywords: Speaking Skills, Role Play
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Crawford, Michael, and Candace Matthews. "Speaking Solutions: Interaction, Presentation, Listening, and Pronunciation Skills." TESOL Quarterly 31, no. 1 (1997): 192. http://dx.doi.org/10.2307/3587990.

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Ristati, Ristati, I. Nyoman Suparwa, I. Nengah Sudipa, and Ni Made Dhanawaty. "Improving Dayaknese-Speaking Learners’ English Pronunciation." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 284. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p08.

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The L1 influence causes difficulties for Dayaknese-speaking leaners (hereinafter referred to as learners) of English in producing English sounds. In English, pronunciation plays important role to understand the communication. The purposes of learning English pronunciation for learners are (1) able to communicate in English clearly and intelligibly, (2) able to get the meaning of information conveyed in real life situations, (3) able to improve self-confidence while communicating oral English, and (4) able to monitor the use of English (able to listen, understand, and produce). The teaching of English subject in Indonesian schools includes four skills, namely listening, speaking, reading, and writing. While linguistic elements, such as vocabulary, grammar, pronunciation, and cultural patterns of discourse are the supporters of these four skills. This current research aimed to describe the implementation of behaviorism learning method and communicative approach as an attempt to improve English pronunciation for learners. This current research was conducted by means of Research and Development (R & D) design, employing the stages as follows: analysis, design, development, implementation, and evaluation. Testing was done with experiment, which compares the effectiveness between the old (conventional) learning method and the new method (behaviorism learning method with a communicative approach). The indicators of the effectiveness of new method were the speed of the learners’ understanding, the learners’ creativity, and the learners’ learning outcomes. Experiment was carried out by comparing with previous condition and after using a new learning method (before-after) or also called one group pretest-posttest. Based on statistical count, t count = -34.37 and t table = 1.67, the value of t count falls on Ha acceptance area (new learning method was more effective than conventional learning method) or Ha was accepted and Ho was rejected.
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Akkara, Sherine, Mallikarjuna Sastry Mallampalli, and Venkata Surya Seshagiri Anumula. "Improving Second Language Speaking and Pronunciation through Smartphones." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 11 (July 10, 2020): 280. http://dx.doi.org/10.3991/ijim.v14i11.13891.

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The ability to speak English fluently and confidently plays a vital role in enhancing employment opportunities of graduate students of India. Though English has been a second language for over decades in the country, teaching speaking skills with intelligible pronunciation to the first generation of learners remains a major challenge. The limited number of classes allotted for English speaking and pronunciation and lack of resources make it more challenging. Previous research suggests that Mobile Assisted Language Learning (MALL) offers anywhere and anytime learning opportunities for second language learners. However, there is little research on how mobile learning enhances speaking skills and pronunciation of tertiary level students from rural areas who lack exposure to English outside the classroom. The present paper aims at studying the impact of MALL in improving a) speaking skills b) segmental and suprasegmental features of pronunciation and c) the viability of bring your own device (BYOD) approach. Mixed methods approach has been adopted for collecting the data from twenty five (n=25) randomly selected students who underwent training with BYOD. The results showed a positive effect on the speaking skills and the overall intelligibility of the participants. The use of smartphones also resulted in improved learners’ engagement in the language learning. Teachers at tertiary level could benefit from the study, adopt digital technologies in L2 teaching and learning and further extend the scope of the study with their experiences.
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Knight, B. "Assessing speaking skills: a workshop for teacher development." ELT Journal 46, no. 3 (July 1, 1992): 294–302. http://dx.doi.org/10.1093/elt/46.3.294.

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Dissertations / Theses on the topic "ELT: speaking / pronunciation skills"

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Martins, Maria da Conceição de Barros. "Adapting the 12th Grade Cape Verdean English Syllabus to develop the Speaking Skill." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/10242.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teaching English as a Second/Foreign Language
Este trabalho de projecto preocupa-se com a adaptação do programa de 12º ano de língua Inglesa de Cabo Verde com o objectivo de desenvolver nos alunos a habilidade de falar Inglês. Assim, propõe a criação de um programa suplementar ao programa existente focado essencialmente na oralidade (fala), enfatizando o seu desenvolvimento nas turmas do 12º ano em Cabo Verde. Em primeiro lugar, define o programa e mostra a sua importância no processo de ensino/aprendizagem. Em seguida, descreve o desenvolvimento da oralidade (fala) nas aulas de Inglês como língua estrangeira de uma forma geral, assim como nas aulas de Inglês como língua estrangeira no contexto Cabo-verdiano e o papel da oralidade (fala) dentro do programa de língua Inglesa de 12º ano em Cabo Verde. Ainda descreve o programa suplementar criado como forma de complementar o programa de 12º ano existente em Cabo Verde, apresenta os resultados e as análises dos questionários aplicados aos professores de Inglês e seus respectivos alunos de 12º ano em Cabo Verde a cerca da implementação do programa suplementar através das aulas conduzidas nas turmas de 12º ano baseadas no referido programa e por fim, apresenta as conclusões e as recomendações.
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Heikkinen, Kalle. "Teaching and assessing English pronunciation in the communicative classroom : A qualitative study about teaching and assessing English pronunciation as part of oral skills in the ninth grade in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70055.

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

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Richards, J. C. Breakthrough 3: A course in English communication practice. Oxford: OUP, 1985.

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Richards, J. C. Breakthrough 3: A course in English communication practice. 2nd ed. Oxford: Oxford U.P, 1985.

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Baker, Ann. Pronunciation pairs: An introduction to the sounds of English. 2nd ed. Cambridge [England]: Cambridge University Press, 2008.

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Ide, Arthur Frederick. Improving English speaking and pronunciation skills. Dallas, Tex: Monument Press, 2010.

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Sharon, Goldstein, ed. Pronunciation pairs: An introduction to the sounds of English : teacher's manual. 2nd ed. Cambridge [England]: Cambridge University. Press, 2008.

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Carver, Tina Kasloff. A conversation book 2A: English in everyday life. 3rd ed. Upper Saddle River: Prentice Hall Regents, 1998.

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Phillip, Edmondson, ed. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.

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Matthews, Candace. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Hemel Hempstead: Prentice-Hall, 1994.

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Matthews, Candace. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.

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Lesley, Mathieson, ed. The voice and its disorders. 5th ed. San Diego, Calif: Singular Pub., 1989.

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Book chapters on the topic "ELT: speaking / pronunciation skills"

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Pang, Winnie, and Michael Burri. "Teaching Dialogic Speaking Strategies in a Canadian EAP Program." In International Perspectives on Teaching the Four Skills in ELT, 111–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_8.

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Chappell, Philip. "Inquiry Dialogue: A Genre for Promoting Teacher and Student Speaking in the Classroom." In International Perspectives on Teaching the Four Skills in ELT, 97–110. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_7.

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Kirsch, Claudine. "Developing speaking and pronunciation skills through storytelling on the app iTEO." In Teaching Languages Creatively, 47–58. Abingdon, Oxon ; New York, NY : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315516332-4.

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Tante, Achu Charles. "‘I Can Talk About a Lot of Things in the Other Language but not in English’: Teaching Speaking Skills in Cameroon Primary Schools." In International Perspectives on Teaching the Four Skills in ELT, 81–95. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_6.

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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.

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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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"Pronunciation." In Essential Speaking Skills. Continuum, 2003. http://dx.doi.org/10.5040/9781350933958.ch-013.

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Gallagher, John. "Speaking Books." In Learning Languages in Early Modern England, 55–100. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198837909.003.0002.

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If you wanted to learn a foreign language in early modern England, the cheapest and most useful tool available was a multilingual conversation manual. Working from a corpus of over 300 editions, this chapter charts the changing place of these texts in the early modern print market: price, authorship, what languages they offered, and how they developed as a physical object. Using these books, readers engaged with the multilingual oral and aural worlds of early modern Europe. Changes in the form of these manuals over time were closely tied to developments in pedagogy and reading. The kind of reading advocated by these manuals was rarely silent or abstract. In teaching skills from correct pronunciation to social interaction, these manuals demanded that readers confer the text with the oral, sociable world beyond. This chapter offers a new way of understanding linguistic education, multilingual reading, and shifting ideals of linguistic competence.
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Ramirez-Avila, Maria Rossana, and Darwin German Gaona. "Peer Feedback Through Voki to Raise Students' Awareness of the Register in Spoken Activities." In CALL Theory Applications for Online TESOL Education, 365–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6609-1.ch016.

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Speaking is challenging in EFL students living in a Spanish-speaking country. It was the case of the participants of this study. They were teenagers of a public high school located in Ecuador. An action research was implemented. The design was quasi-experimental. Data was collected with through pre- and posttests and pre- and post-surveys. Cohen's d=3.34 indicates a large impact for improving speaking with the use of peer feedback and Voki; a p=0.000 shows statistically significant results that were due to the intervention. The instruments also collected information regarding students' perspectives towards fluency, pronunciation, peer feedback, and register. Results indicated a large change of students' opinion favoring peer feedback and register, as well as a slight change in their opinion related to fluency and pronunciation. The findings also show that this research study has implications for educators, directors, and principals of institutions who are interested in improving the English-speaking skills of their students.
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"Chapter Twelve: Pronunciation as Life and Death: Improving the Communication Skills of Non-Native English Speaking Pathologists." In English Language and the Medical Profession: Instructing and Assessing the Communication Skills of International Physicians, 261–85. BRILL, 2011. http://dx.doi.org/10.1163/9781780523859_013.

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Kan, Qian, and Jinlan Tang. "Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China." In Mobile Devices in Education, 180–209. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch012.

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Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.
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Conference papers on the topic "ELT: speaking / pronunciation skills"

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Assanova, D., and M. Knol. "Interlanguage interference in the acquisition of foreign language pronunciation." In General question of world science. Наука России, 2021. http://dx.doi.org/10.18411/gq-31-03-2021-42.

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When considering interference from a psycholinguistic point of view, it becomes obvious that the speech flow is automatically divided into bundles of differential features that are identical to the elements of the native language. Signs of phonemes that are irrelevant from the point of view of the phonological system of the native language, but differentially significant from the point of view of the foreign language, are discarded, and, conversely, signs that are absolutely insignificant for a non-native language are the main ones in the perception and reproduction of speech in a foreign language. Thus, it turns out that a native speaker of any language turns any unfamiliar sound (or any sound sequence) into a sequence of phonemes of the native language, resulting in an incorrect phonological interpretation. The properties of a bilingual, which are determined by the phonological hearing that exists in his linguistic consciousness, can be considered the most general explanation of the phenomenon of interference itself. Teachers and methodologists pay considerable attention to this phenomenon primarily because the process of superimposing the systems of the native language on the system of the non-native (or interference) generates an accent in the speech of a bilingual native speaker, which is like a kind of mirror, where the signs of the native language are reflected. If the accent is a system of stable skills of incorrect speaking, then the mistakes in pronunciation that inevitably occur in the speech of a bilingual when learning a folk language are random, but they are often difficult to correct. In order to quickly correct them, teachers should know the reasons for their occurrence.
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