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Journal articles on the topic 'English language – Australia – Pronunciation'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

İSMAYILOVA, J. S. "İNGİLİS DİLİNİN AMERİKAN VARİANTİNIN YARANMASINA TƏSİR EDƏN AMİLLƏR." Actual Problems of study of humanities 1, no. 2025 (2025): 63–67. https://doi.org/10.62021/0026-0028.2025.1.063.

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Factors influencing the formation of the American variant of the English language Summary English is the most widely spoken language in the world and has developed various regional characteristics and dialects over time. It is mainly spoken in North America, Europe, Asia, and Australia and is an official language in some countries. Research shows that there are lexical and pronunciation differences between American and British English. American English is distinguished by its unique pronunciation and vocabulary. These differences have been influenced by historical, social, and cultural factors

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Lambert, James. "Australian English: Pronunciation and Transcription." Australian Journal of Linguistics 33, no. 1 (2013): 85–88. http://dx.doi.org/10.1080/07268602.2013.768154.

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Burri, Michael. "Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching." Profile: Issues in Teachers' Professional Development 25, no. 1 (2023): 129–45. http://dx.doi.org/10.15446/profile.v25n1.101156.

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The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers’ provision of oral corrective feedback meets the students’ preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communica

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MARTYNYUK, O. "LEXICAL STYLISTIC AND PHONETIC FEATURES OF THE AUSTRALIAN ENGLISH LANGUAGE IN THE CONTEXT OF LINGUISTIC COUNTRY STUDIES." Current issues of linguistics and translation studies, no. 19 (October 30, 2020): 29–34. http://dx.doi.org/10.31891/2415-7929-2019-19-6.

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The article deals with the process of formation and development of the Australian English language, characterizes its present-day lexical, stylistic and phonetic features. It has been found out that the Australian variety of the English language was formed as a result of interaction and development of dialects, colloquialisms, slang, through which the first settlers and emigrants from Great Britain, the United States and other countries of the world communicated. As far as everyday vocabulary is concerned, Australian English shares words and phrases with both British and American English, but

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Dovchin, Sender, and Stephanie Dryden. "Unequal English accents, covert accentism and EAL migrants in Australia." International Journal of the Sociology of Language 2022, no. 277 (2022): 33–46. http://dx.doi.org/10.1515/ijsl-2021-0079.

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Abstract Accentism refers to the ways that “unequal English accents” become re-allocated in particular English-speaking dominant contexts, creating different presumptions, ideologies and attitudes towards the English accent and pronunciation of English speakers. Using data derived from two larger ethnographic studies, this article aims to explore the ways that English as an Additional Language (EAL) migrants experience covert accentism – the social exclusion caused covertly when the dominant members of society misunderstand the accents of EAL users. Our study shows that EAL users express their

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Masita Hamidiyah, Azzahra Natasya, and Yani Lubis. "The Importance Of English Vowel In English Linguistics For Literacy Study." Jurnal Pendidikan dan Sastra Inggris 3, no. 2 (2023): 119–27. http://dx.doi.org/10.55606/jupensi.v3i2.2008.

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English is a native-speaking language hundreds of millions of the world's population consisting of Americans, Australia, New Zealand, Canada and of course·only the British themselves. This fact allows the emergence of several English variants or varieties; Among another emergence of British English and American English. In the world of education, English as a language foreigners in Indonesia, the second variant has not received attention. Most English teaching institutions without be the choice of certain English variants. On Basically, the official provisions regarding this matter are not yet

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Yang, Ping. "Back to basics: Cracking a nut in using English indefinite articles." English Today 30, no. 4 (2014): 28–33. http://dx.doi.org/10.1017/s0266078414000376.

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This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) use

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Burri, Michael, Amanda Baker, and Honglin Chen. "Establishing a framework for learning to teach English pronunciation in an Australian TESOL program." Australian Review of Applied Linguistics 41, no. 3 (2018): 307–27. http://dx.doi.org/10.1075/aral.18020.bur.

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Abstract A substantial number of studies have been conducted in various second language teacher education settings. Yet, evidence about the effectiveness of teacher preparation continues to be debated and research findings about the efficacy of preparing language teachers are still somewhat inconclusive. As a further complication, even though pronunciation has regained some of its prominence in second language teaching, only minimal understanding exists about the preparation of pronunciation instructors in teacher education. The aim of this paper is to address this gap and to advance our under

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qizi, Turopova Firuza Murodqobil. "Foreign Experience inTeaching Using theFlipped Classroom Method." International Journal of Pedagogics 5, no. 4 (2025): 13–16. https://doi.org/10.37547/ijp/volume05issue04-04.

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The flipped classroom method has been increasingly adopted across the globe for teaching English, with a variety of implementations based on regional contexts and educational systems. This approach involves shifting traditional content delivery outside of the classroom through pre-recorded lectures, videos, or online resources, while in-class time is devoted to interactive and student-centered activities.In countries like the United States and the United Kingdom, flipped classrooms have been particularly effective for ESL (English as a Second Language) students. Teachers use online videos to e

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Penahetipola, Thushari Sanjeewanie. "Singing in a Second Language: Pronunciation Errors Made by Sri Lankan Decedent Students' when Singing Sinhala Songs Under the Influence of the Australian English Language." Journal of Research in Music 2, no. 1 (2024): 28–41. http://dx.doi.org/10.4038/jrm.v2i1.17.

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When a speaker/vocal performer sings in a second language, the pronunciation can be labelled as a different or fake accent compared to the native speakers. On a theoretical level, it is very difficult for learners of a second language (L2) to get rid of the phonetic effects of (L1) and sometimes impossible, unless the language learner can process both languages from birth. This research aims to identify the pronunciation errors made by Sri Lankan decedent students' according to the consonant sounds of the Inattentional Phonetic Alphabet when they sing Sinhala songs under the influence of the A

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Kniezsa, Veronika. "A Nineteenth-century Report on the Pronunciation of Australian English." Dialectologia et Geolinguistica 1997, no. 5 (1997): 65–78. http://dx.doi.org/10.1515/dig.1997.1997.5.65.

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Khodabakhshzadeh, Hossein, Mansooreh Hosseinnia, and Fatemeh Ahmadi. "Exploring Gender-based Language Identity Among Iranian EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 4 (2017): 70. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.70.

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The purpose of this study is examining the language identity among male and female language learners in Iran. 1268 English language learners from different parts of the country from different ages and Iranian ethnicity and English language proficiency levels participated in this research. Validated and reliable scales of measuring language identity was used. The results of this study revealed that male and female English language learners are significantly different in their language identity and Iranian English language learners are in a moderate level of language identity. Moreover, the majo

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Yates, Lynda. "Learning how to speak: Pronunciation, pragmatics and practicalities in the classroom and beyond." Language Teaching 50, no. 2 (2014): 227–46. http://dx.doi.org/10.1017/s0261444814000238.

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That learners who want to develop good pragmatically-appropriate speaking skills in a language also need to develop good pronunciation is beyond dispute, and yet research continues to report that both areas still have low visibility in the curriculum and are often treated as poor relations in the classroom. Many teachers are still wary of what they see as specialist areas, a perspective that encourages their neglect in the curriculum, in assessment and in teacher training programmes. In this plenary I go back to basics and focus on what learners need to accomplish outside the classroom with th

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Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.

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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2

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Sypacheva, K. N., and E. A. Shamina. "The High Rising Terminal in the Intonation System of the Modern English Language." Discourse 10, no. 4 (2024): 93–105. http://dx.doi.org/10.32603/2412-8562-2024-10-4-93-105.

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Introduction. The article examines changes taking place in the intonation systems of modern varieties of the English language by analysing the use of the High Rising Terminal (HRT). Received pronunciation (RP), which is recognised as standard pronunciation in the United Kingdom, Australian English accents and Northern Irish English accents (accents of Belfast) have been chosen as the subject for this study. Intonation contours containing the HRT are compared in order to reveal any similar features regarding their realisation and functions. The results of this comparative analysis will show to

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Utami, Valisneria. "EFL LEARNER’S PRONUNCIATION PROBLEMS: A PHONOLOGICAL ANALYSIS." JURNAL BASIS 7, no. 1 (2020): 171. http://dx.doi.org/10.33884/basisupb.v7i1.1788.

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Many research concerning pronunciation problems of Chinese learners majorly take place within the country, yet very few of them conducted in the context where English is the native language of the country. This study aims to explore the problematic features of pronunciation of Chinese student who studied in Australian university. This study employs qualitative approach with a single case study. The data were collected through an interview and two models of speaking; monologue and reading a text. The problematic features, then, were prioritized based on its context and concept of English as Int

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Marquez, Jonathan. "Digitising a Card Game for Teaching Pragmatic Markers." European Conference on Games Based Learning 18, no. 1 (2024): 1043–48. http://dx.doi.org/10.34190/ecgbl.18.1.2629.

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Most language learning applications focus on pronunciation, vocabulary, and grammar of a language. However, learning the pragmatics enables learners to interpret contextual meanings of specific words uttered by native speakers during conversations. An educational card game called Mind You! was developed for non-native English-speaking international students in Australia to help them learn English pragmatic markers. The card game was designed to encourage social constructivism and situated learning, where learners construct their own sentences based on their combined interpretations of pragmati

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James, Margaret. "Honey Ant Readers." Australian and International Journal of Rural Education 24, no. 1 (2014): 79–89. http://dx.doi.org/10.47381/aijre.v24i1.680.

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On entering school, rural Australian children from Indigenous backgrounds are thrown into an unfamiliar environment, linguistically and culturally, which sets them up for failure. The author, working closely with elders and community in Alice Springs, has drawn on her considerable experience in both Indigenous education and TESOL to address this disadvantage by developing a progressive series of early readers specifically targeted to rural Indigenous learners. This innovative series of books and resources is developed to teach both reading and Standard Australian English (SAE) to speakers of A

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Komar, Smiljana. "Attitudes of Slovene L2 Speakers of English to Six Native Varieties of English." Linguistica 62, no. 1-2 (2022): 365–86. http://dx.doi.org/10.4312/linguistica.62.1-2.365-386.

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The paper presents the results of an experiment whose purpose was to study the attitudes towards six L1 varieties of English by Slovene students of English. Using the verbal guise test, the participants were exposed to audio clips of Received Pronunciation (RP), General American (GA), Scottish English (ScE), Irish English (IrE), Australian English (AusE) and New Zealand English (NZE). They were required to complete a two-part questionnaire. In part one, they were asked to rate, on four-point Likert scale, statements about the cognitive, affective and aesthetic traits of the speakers, as well a

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Raja Ambethkar M, Dr, and Dr K B Glory. "Dialectics of English Linguistics." International Journal of Engineering & Technology 7, no. 2.32 (2018): 49. http://dx.doi.org/10.14419/ijet.v7i2.32.13523.

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The research article “DIALECTICS OF ENGLISH LINGUISTICS” is an outcome of the direct study and observation of the use of English, of the teaching faculty at about 21 colleges, particularly Engineering colleges in Coastal Andhra area. It intends to expose various dialectics of English as a second language, identify redundant usage and use effective English. Change of trends in meaning and usage occurs mainly in the two components of communication, namely vocabulary and grammar, due to lack of clear understanding of Syntax and Semantics. Form of words like heterophones, besides other forms, conf

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Kiesling, Scott F. "Variation, stance and style." English World-Wide 26, no. 1 (2005): 1–42. http://dx.doi.org/10.1075/eww.26.1.02kie.

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One of the most cited features of the supposed migrant “ethnolect” in Australian English is the pronunciation of word-final -er. This article presents data from sociolinguistic interviews that support the view that there is a pronunciation difference between Anglo and non-Anglo speakers in Sydney, and that this difference is most pronounced in Greek and, to a lesser extent, Lebanese speakers. The variant the Greek and Lebanese speakers tend to use more than the Anglo speakers is backed and lengthened, and commonly used in words with final High Rising Tone (HRT). There is some evidence that Gre

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Madhavi, K. Venu. "Augmented Reality (AR) in ELT Materials to Enhance Learner Engagement: Current Trends and Challenges." Journal of Management World 2025, no. 1 (2025): 351–57. https://doi.org/10.53935/jomw.v2024i4.684.

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The English Language Teaching (ELT) materials have experienced much transformation in the past three centuries. There is a paradigm shift in the development of ELT materials. The 19th-century materials produced textbooks with grammar rules, vocabulary lists, and direct translation exercises leading to simple dialogues and illustrations in real-life situations; scripted dialogues, audio recordings, and pattern drills; authentic texts, role plays, and situational activities; Open Educational Resources (OERs); gamified learning apps; and presently AI, AR, and personalized learning tools. Such dev

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Preeshl, Dr Artemis, and Foster Johns. "The American Elizabethan Accent in the Ocracoke Brogue." Education, Language and Sociology Research 3, no. 1 (2022): p62. http://dx.doi.org/10.22158/elsr.v3n1p62.

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To some ears, the Ocracoke “Brogue,” an unusual accent of Ocracoke (North Carolina) sounds Shakespearean. Data from interviews with three Ocracoke Brogue speakers and Wolfram’s Ocracoke Brogue documentary informed this study. In the context of the Brogue’s background, key samples from Wolfram’s film revealed that though Ocracoke speakers tended towards centralization and backing of vowel realizations, monophthongization tended to be the chief remnant of Original Pronunciation of Shakespeare’s English. Influences on linguistic changes in the context of tourism and climate change were considered

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Rif’at, Ahmed, Rikardus Nasa, and Velmi Mayaputri. "Tour Guide Performance: An Analysis of English Mastery by Sikka’s Tour Guide." Seminar Nasional Teknologi, Kearifan Lokal dan Pendidikan Transformatif (SNTEKAD) 1, no. 2 (2024): 428–34. http://dx.doi.org/10.12928/sntekad.v1i2.15789.

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Tour guides play a crucial role as frontline personnel in the tourism sector. By leveraging their expertise in the attractions and cultural aspects of a destination, along with their effective communication with tourists using different languages. In fact, not all tour guides, even those who are certified, have good foreign language skills, resulting in interpretation errors in recognizing tourist destinations and their distinctive culture. This research aims to analyze the problems faced by tour guides related to English mastery. This research uses a qualitative method that allows researchers

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Nihalani, Paroo. "Communication." ITL - International Journal of Applied Linguistics 79-80 (January 1, 1988): 61–75. http://dx.doi.org/10.1075/itl.79-80.03nih.

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Abstract The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success wit

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Bin Hadjah, Najah Ahmed, and Mohd Hilmi Hamzah. "Production and perception of English consonants by Yemeni EFL learners." Indonesian Journal of Applied Linguistics 12, no. 3 (2023): 733–51. http://dx.doi.org/10.17509/ijal.v12i3.47474.

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Many previous studies on the perception-production correlation focused mainly on transcriptions and native English speaker evaluations for production accuracy assessments; only a few included acoustic measurements. The purpose of this study is to examine the production and perception of six English consonants by Yemeni EFL learners of English using an acoustic measurement of L2 production in order to better understand the link between production and perception. It has three objectives: (1) To investigate the extent to which word position influences the accuracy of Yemeni EFL learners’ producti

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Fabricius, Anne H. "Connected Speech: An Interactive Multimedia Computer Program for English Pronunciation Learners, Version 1.2.NS for Windows (available in British English, North American English and Australian English versions). Hurstbridge, Vic: Protea Textware Pty Ltd., 2005. ISBN 0 958 7330 4 X." Journal of the International Phonetic Association 37, no. 2 (2007): 208–9. http://dx.doi.org/10.1017/s002510030700299x.

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Toryalay Itimmadi. "Investigating the Learners’ Communicative Skills in ESL Classes." British Journal of Applied Linguistics 4, no. 1 (2024): 63–69. http://dx.doi.org/10.32996/bjal.2024.4.1.7.

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This article focuses on the communicative skills of learners in ESL classes. English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. This means that not only do the soldiers that I teach need English for communication abroad, but Czech teachers also need English to communicate with them. It is always valuable to have a chat with them and ask questions to make sure our judgement colleagues are native speakers. At my work, I have an opportunity to encounter people from various parts of the world, and I am very interested in th

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Setter, Jane E. "HELEN FRASER, Teaching Pronunciation: A Guide for Teachers of English as a Second Language and Learn to Speak Clearly in English. Fyshwick, Australia: Catalyst Interactive, 2001. Windows CD-ROM. Requires Quick Time (included). Funded under the ANTA Adult Literacy National Project by the Commonwealth through the Department of Education, Training and Youth Affairs, Australia." Journal of the International Phonetic Association 35, no. 2 (2005): 235–39. http://dx.doi.org/10.1017/s0025100305222260.

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Talebzadeh, Hossein, and Leila Gholami. "The Relationship between English Pronunciation Self-Concept and English Learning." International Letters of Social and Humanistic Sciences 60 (September 2015): 54–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.54.

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English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu’s (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to

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Septa Aryanika. "The Influence of First Language on Second Language Pronunciation." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 3, no. 1 (2024): 31–47. https://doi.org/10.61132/fonologi.v3i1.1315.

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Pronunciation in a second language (L2) is often influenced by the first language (L1), which can hinder intelligibility. Indonesian speakers struggle with certain English sounds, such as /θ/ and /ð/, due to their absence in the L1 phonetic system. To identify the influence of L1 on L2 pronunciation in the context of English language learning in Indonesia and propose strategies to reduce negative transfer effects. This qualitative study used a case study approach, involving 9 students from an English club at XYZ School. A pronunciation test was conducted to measure phonetic transfer between L1

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M. Swapna. "Teaching English Phonetics and Pronunciation to ESL Students and Non-English Speaking Residents." Recent Research Reviews Journal 2, no. 1 (2023): 122–34. http://dx.doi.org/10.36548/rrrj.2023.1.10.

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Pronunciation teaching is evolving as a result of an emerging trend in foreign language teaching to promote communicative and holistic approaches. Specifically, for the students coming from different cultural and linguistic backgrounds with a different life experience, pronunciation methodology and phonology have been recently adopted to improve the English pronunciation. This research study highlights the significance of English Pronunciation for English as a Second Language (ESL) students in India. This study also highlights the potential of teaching native English pronunciation and importan

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Faradilla Arisya Azwa, Salsabila Rayhananda Bachty, and Wahyu Indah Mala Rohmana. "THE USE OF ENGLISH SONGS IN FOSTERING PRONUNCIATION SKILLS IN ENGLISH TUTORING CENTERS FOR CRUISE STUDENTS." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 7, no. 1 (2025): 15–24. https://doi.org/10.37742/jela.v7i1.149.

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This study explores the effectiveness of using music to improve the development of pronunciation skills in English language learning. Using qualitative descriptive methods, this study involved interviews with English teachers at the English Tutoring Centers for Cruise Students in Bangkalan to investigate the integration of music in the development of pronunciation skills in English language learning. The main goal is to identify the experiences, benefits, and obstacles faced by educators and students when using music as a tool to develop pronunciation skills in English language learning. Resea

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Gómez Lacabex, Esther, and Hanne Roothooft. "Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students." Research in Language 21, no. 4 (2023): 333–56. http://dx.doi.org/10.18778/1731-7533.21.4.01.

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The present study explored pronunciation views, learning actions and anxiety in two differentiated English learner groups: one group which was studying English in an engineering degree and another group enrolled in an English major degree. The results from a questionnaire and focus group sessions revealed that the groups share some views such as a wish to improve their English pronunciation and adherence to native pronunciation references as well as pronunciation learning actions such as watching series or talking to native speakers. However, we also observed significant differences between th

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Beatrice, Manyasi N. "Pronunciation Pedagogy and Intelligibility Issues in Language Acquisition." International Journal of English Language Teaching 7, no. 1 (2020): 24. http://dx.doi.org/10.5430/ijelt.v7n1p24.

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Language teachers’ knowledge of pronunciation pedagogy affects their classroom practice. The study sought to find out language approaches used to teach pronunciation and to establish how teachers’ mastery of pronunciation facilitate the acquisition of sounds by learners. The findings revealed that teachers of English had challenges when teaching pronunciation hindering mastery of English sounds by learners. Some of their pronunciation was not comprehensible distorting meaning. They used imitation, phonetic transcriptions, minimal pair drills and sentence drills to teach pronunciation. It was e

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Liu, Rongheng. "Language Teaching Optimization: Enhancing the Distinction Between /i:/ and // for Second Language Learners." Communications in Humanities Research 44, no. 1 (2024): 109–15. http://dx.doi.org/10.54254/2753-7064/44/20240036.

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One of the biggest challenges encountered by second language learners is to accurately differentiate between the two vowels in English: /i:/ and //, which play an important role in everyday communication and are crucial for clear transmission of information and effective communication due to their high functional load (FL). Therefore, the paper aims to gain a more profound understanding of the difficulties learners encounter in distinguishing these vowels, with the hope of providing them with more effective learning strategies and methods. In this paper, seven English majors and seven non-Engl

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Liu, Rongheng. "Language Teaching Optimization: Enhancing the Distinction Between /i:/ and // for Second Language Learners." Communications in Humanities Research 36, no. 1 (2024): None. http://dx.doi.org/10.54254/2753-7064/36/20240036.

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One of the biggest challenges encountered by second language learners is to accurately differentiate between the two vowels in English: /i:/ and //, which play an important role in everyday communication and are crucial for clear transmission of information and effective communication due to their high functional load (FL). Therefore, the paper aims to gain a more profound understanding of the difficulties learners encounter in distinguishing these vowels, with the hope of providing them with more effective learning strategies and methods. In this paper, seven English majors and seven non-Engl

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Gilakjani, Abbas Pourhossein. "English Pronunciation Instruction: Views and Recommendations." Journal of Language Teaching and Research 8, no. 6 (2017): 1249. http://dx.doi.org/10.17507/jltr.0806.30.

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Despite decades of advocacy for greater attention, research into pronunciation instruction in English language teaching continues to be restricted. This article provides a comprehensive review of some important issues of English pronunciation instruction. The purposes of this review are (a) to explain different views of pronunciation instruction, (b) to elaborate the role of pronunciation in language teaching methods, (c) to discuss native-like pronunciation, and (d) to mention some recommendations for the better teaching of English pronunciation. The review of the literature of this paper ind

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Fazliddinova, Zulfiyaxon Dilmurod qizi. "THE IMPORTANCE OF PRONUNCIATION IN LEARNING ENGLISH AS A SECOND OR FOREIGN LANGUAGE. LITERATURE REVIEW." Research Focus 2, no. 1 (2023): 160–62. https://doi.org/10.5281/zenodo.7560711.

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Learning a second or foreign language is not easy as the culture, the usage of articulatory organs, accent and the letters on the alphabet are various and can cause serious misunderstandings and complexity of the pronunciation of English.  Because of the differences in the pronunciation the way of communication with different countries causes the misunderstandings in the language. However, the teachers try to give correct english pronunciation instructions and allocate time for practicing the pronunciation with students, there are many problems in this are of study. This article aims, to

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Mohd Noor, Noorfaizalfarid, Latisha Asmaak Shafie, and Nuralya Maisarah Kamarulzaman. "Heutagogical Approach in Online English Pronunciation Learning: Student Awareness Survey." Journal of Computing Research and Innovation 7, no. 2 (2022): 379–93. http://dx.doi.org/10.24191/jcrinn.v7i2.333.

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English language learners have difficulties in English in pronouncing fricative consonants, voiced and voiceless TH, plosive consonants and vowel sounds. Serious speech mistakes can lead to miscommunication since poor pronunciation abilities make it difficult for other people to hear what you are saying. Additionally, students may miss their lecturers' direct explanations of proper pronunciation when taking online English lessons with inconsistent Internet access. Proper pronunciation can help students participate in conversations, form connections, and improve graduates' employability abiliti

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Arsanto, Albertus Yordhana, Adityo Prawinanto, and Barli Bram. "Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University." Vision: Journal for Language and Foreign Language Learning 8, no. 2 (2019): 118. http://dx.doi.org/10.21580/vjv8i23816.

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<p>This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative r

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Dewi, Ni Komang Nira, and Putu desi Anggerina Hikmaharyanti. "Consonant Confusion: Pronunciation Challenges among English Club Members." Linguistics and ELT Journal 13, no. 1 (2025): 75. https://doi.org/10.31764/leltj.v13i1.29669.

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This study examines pronunciation errors among university students learning English as a second language, focusing on members of the English Club, primarily Balinese learners. Despite English being a global language and widely learned as a second language, pronunciation remains a significant challenge, often influenced by the learners' native language. This research employs a qualitative approach with purposive sampling to select a sample of 11 participants who are not majoring in English. These participants were chosen through observation and a questionnaire. Data are collected by having the

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Koli, Uttam Balu. "Different Letters / Groups of Different Letters in the Different Words of English Language Beginning with the Alphabets ‘R’, ‘S’, ‘T’, ‘V’, ‘W’, ‘X’, ‘Y’ and ‘Z’ having Same Pronunciation." Shanlax International Journal of English 9, no. 2 (2021): 18–26. http://dx.doi.org/10.34293/english.v9i2.3586.

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The present research article is about the different letters / groups of different letters in the different words of English language beginning with the alphabets ‘R’, ‘S’, ‘T’, ‘V’, ‘W’, ‘X’, ‘Y’ and ‘Z’ having same pronunciation. At the outset, the importance of pronunciation in English language has been given in brief. The different letters / groups of different letters in the different words of English language beginning with the select alphabets, having same pronunciation, have been mentioned with their total numbers separately and their description with examples including words and phonet

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Wu, Chao, Qiufeng Pan, and Daiyue Cao. "Visualizing Mismatches in Pronunciation among EL2 Chinese Learners at Segmental Level." Theory and Practice in Language Studies 10, no. 11 (2020): 1388. http://dx.doi.org/10.17507/tpls.1011.06.

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In our pronunciation courses, segmental level in English pronunciation plays a very important role in perception and teaching of English pronunciation. This research aims to investigate into the most salient pronunciation problems at segmental level by fresh college students from Mainland China through an experimental study, and it is found that the mismatches identified in the segmental level of English pronunciation are corresponded with the phonological features of the utterance of Chinese English. Moreover, in order to improve fresh college student’ pronunciation and achieve the pronunciat

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Utami, Anggitha Juliya. "Potential Limitations and Effective Integration of Mobile Pronunciation Tools for English Language Learners." Journal of English as a Foreign Language Education (JEFLE) 4, no. 2 (2024): 81. http://dx.doi.org/10.26418/jefle.v4i2.74896.

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Mobile pronunciation tools are a new way to acquire pronunciation skills through a combination of internet resources and mobile applications for English language learners (Abarquez, 2021). As English continues to be a widely spoken language worldwide, language learners are looking for new and innovative ways to improve their pronunciation skills. This article has reviewed studies on the potential limitations and effective integration of mobile pronunciation tools for English language learners. This review aims to explore and discuss the potential constraints and challenges of using mobile pron

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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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Riney, Timothy, and Alan Cruttenden. "Gimson's Pronunciation of English." Modern Language Journal 80, no. 1 (1996): 113. http://dx.doi.org/10.2307/329078.

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Paredes, Leticia S. "The Influence of Native Culture on Children’s Second Language Pronunciation Acquisition: An Analysis of Pronunciation Errors in Spanish Children Learning English." Journal of Linguistics and Communication Studies 3, no. 4 (2024): 14–25. https://doi.org/10.56397/jlcs.2024.12.03.

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This paper explores the pronunciation challenges faced by Spanish-speaking children learning English as a second language, focusing on the influence of native language and cultural factors. It analyzes the most common phonetic errors, including vowel substitution, consonant mispronunciation, and difficulties with stress, rhythm, and intonation, which arise due to the significant phonological differences between Spanish and English. The paper also examines how cultural attitudes toward language learning, limited exposure to native English speakers, and traditional language teaching practices co

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Mikhael Misa. "Language Learning: Enhancing Students’ Pronunciation through English Songs." Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris 2, no. 6 (2024): 151–59. https://doi.org/10.61132/sintaksis.v2i6.1289.

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This study examines how well English songs may be used as a teaching technique to improve eighth-grade students' pronunciation. The study aims to provide evidence-based insights applicable to English as a Foreign Language (EFL) contexts and future teaching practices by methodically examining the effects of incorporating English songs into the instructional process to improve pronunciation using a Classroom Action Research (CAR) design. A methodical framework for using English songs as a teaching tool for pronunciation enhancement is created during the planning stage. Data is collected througho

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Kalsum, Lutfiah, Muhammad Tahir, and Hasriani G. "An English Teacher’s Perception on Students’ Difficulties in Pronunciation." PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE 3, no. 1 (2024): 148. http://dx.doi.org/10.26858/performance.v3i1.59605.

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This research aims to determine teachers’ perception on students’ difficulties in pronunciation. The researcher used a qualitative approach and conducted with a semi-structure interview for this research. The data resource in this research was an English teacher that teach grade 7,8, and 9 SMP Sanur Makassar. It was obtained from interview with 9 questions and the English teacher as the respondent. The result of the research concluded that: teachers perceive that on average students have low pronunciation skills, this is influenced by the fact that English is a different language from students

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