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Journal articles on the topic 'English language – Vowels – Study and teaching'

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1

Widagsa, Rudha, and Ahmad Agung Yuwono Putro. "ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS." English Review: Journal of English Education 6, no. 1 (2017): 71. http://dx.doi.org/10.25134/erjee.v6i1.772.

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Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE) production remains untouched. The purpose of this measurement is to examine the influence of first language (L1) on English vowels production as a second language (L2). Based on perceptual magnet hypothesis (PMH), ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involv
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Al Abdely, Ammar Abdul-Wahab. "The Pronunciation of English Low Vowels by Iraqi EFL Learners: An Intralingual Analysis." GEMA Online® Journal of Language Studies 21, no. 3 (2021): 154–71. http://dx.doi.org/10.17576/gema-2021-2103-09.

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Iraqi EFL learners of English are reported to show accented pronunciation on the segmental level, which might affect their speech intelligibility. This study aimed to identify problems encountered by Iraqi EFL learners in the production of English low vowels and account for them from an intralingual perspective. The study also aimed to identify the effect of Iraqis' English language proficiency level on their pronunciation of English low vowels. Thus, learners were divided into beginners and advanced groups to determine differences between them based on their proficiency level in English. A pr
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Immonen, Katja, and Maija S. Peltola. "Finnish Children Producing English Vowels — Studying in an English Immersion Class Affects Vowel Production." Journal of Language Teaching and Research 9, no. 1 (2018): 27. http://dx.doi.org/10.17507/jltr.0901.04.

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The aim of this study was to examine how earlier second language teaching affects Finnish school children’s pronunciation of British English vowels. Two groups of Finnish children between the ages of eleven and thirteen were tested. The early learners studied in an English immersion class in a Finnish elementary school while the control group attended a regular Finnish speaking class at the same school. The task consisted of twenty three English stimulus words which included the twelve monophthong English target vowels in voiced and voiceless environments. The words were repeated seven times d
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Rosari, Maria Dewi, and Ouda Teda Ena. "INACCURATE PRONUNCIATIONS OF ENGLISH VOWEL SOUNDS BY ONLINE INDONESIAN ENGLISH TEACHERS." Academic Journal Perspective : Education, Language, and Literature 7, no. 2 (2019): 65. http://dx.doi.org/10.33603/perspective.v7i2.2557.

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Many English learners use English Teaching Channels on YouTube as an alternative source of learning. Most of those channels were organized by Indonesian teachers. The qualities of the teaching presentations on these channels are varied. Inappropriate use of vocabulary, inaccurate grammar, and mispronunciations are often found in these channels. This research attempts to study the inaccurate pronunciations of the English teachers. The study is deemed necessary due to the fact that learners consider online English teachers as good language model and as an alternative to access English learning m
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Abdelgadir, Ehsan Mohammed. "A Contrastive Study of English and Arabic Vowel Phonemes." English Language Teaching 14, no. 5 (2021): 58. http://dx.doi.org/10.5539/elt.v14n5p58.

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Consequently, the present study sheds light on a very important aspect that is a contrastive analysis of segmental vowel phonemes of both L1 and L2. As one of the Problems, that is affecting the teaching/learning process of ELT. Then to clarify the different areas between the segmental vowel phonemes of Arabic and English. It also aims at making a comparative segmental analysis in the vowel phonemes of both L1 - L2, in order to shed light on the areas of difficulties. Taking into account the different forms of sounds in relation to their spellings. Also the sound systems of both languages L1 a
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Chwesiuk, Urszula. "Insertion of vowels in English syllabic consonantal clusters pronounced by L1 Polish speakers." Open Linguistics 7, no. 1 (2021): 331–41. http://dx.doi.org/10.1515/opli-2021-0014.

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Abstract The aim of this study was an attempt to verify whether Polish speakers of English insert a vowel in the word-final clusters containing a consonant and a syllabic /l/ or /n/ due to the L1–L2 transfer. L1 Polish speakers are mostly unaware of the existence of syllabic consonants; hence, they use the Polish phonotactics and articulate a vocalic sound before a final sonorant which is deprived of its syllabicity. This phenomenon was examined among L1 Polish speakers, 1-year students of English studies, and the recording sessions were repeated a year later. Since, over that time, they were
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Yao, Yuanfei. "The Study of the Effects of Yunnan Yuxi Dialect on Received Pronunciation." Theory and Practice in Language Studies 10, no. 6 (2020): 664. http://dx.doi.org/10.17507/tpls.1006.06.

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In A Brief Analysis of Yuxi Dialect, Fu Chang makes a detailed explanation on dialects’ features and the value of its study. In The General Received Pronunciation of British English by Fengtong Chang, the author dealt with reasons why London English became standard English, and also elaborated on consonants and vowels in British English. Up to today no one has ever made a contrast between the two languages and further diminished the interference from dialect in English pronunciation learning of the Yuxi students. This paper is designed to make a contrast between the two languages: Yuxi dialect
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Unubi, Abraham Sunday. "A Contrastive Study of English and Igala Segmental Phonemes: Implications for ESL Teachers and Learners." Journal of Biomedical Engineering and Medical Imaging 6, no. 6 (2019): 31–43. http://dx.doi.org/10.14738/jbemi.66.8012.

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This paper investigated a contrastive study of English and Igala segmental phonemes: implications for English as a Foreign Language (EFL) teachers and learners. A contrastive analysis is a linguistic tool used in comparing two unrelated languages, and the main objective of it is to bring out the differences in the two languages compared with a view to emphasising on the effects which such differences have on both EFL teachers and learners. This research appealed only to the secondary sources of data, which included the orthographies of both languages under study. The Igala orthography was obta
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Khan, Afzal, Wasima Shehzad, and Inayat Ullah. "Articulation of English Consonants, Vowels and Diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan." International Journal of English Linguistics 7, no. 5 (2017): 19. http://dx.doi.org/10.5539/ijel.v7n5p19.

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This paper aims to examine the articulation of English consonants, vowels and diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan, and explores the problems they face in their English articulation due to the influence of mother tongue. A detailed experiment has been carried out to analyze the articulatory properties of /θ/ /ð/ /ɪ: /, /ɪ/ and /еɪ: / sounds spoken by Pashto speakers in Pakistan. The research reveals that Pashtun speakers of English language have a distinct pronunciation pattern of /θ/ and /ð/ sounds. This research provides a scientific justification to establish Pashto
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Sila, Anita, and Vid Lenard. "The Use of Creative Movement Method in Teaching Foreign Languages to Very Young Language Learners." European Journal of Social Science Education and Research 7, no. 1 (2020): 15. http://dx.doi.org/10.26417/ejser.v7i1.p15-27.

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The creative movement method is a holistic teaching method that enables children to develop language skills through art not just by looking and seeing, hearing and listening, speaking and talking, but also by conducting various motions and movements – experiencing while playing. Children can learn holistically only when their minds and bodies are an indivisible whole. When all their senses are engaged, children remember and recall information more effectively. The present paper describes the use of the creative movement method in teaching phonological awareness skills in a foreign language (En
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Unubi, Sunday Abraham. "The necessity of effective teaching of English at all levels of education in Nigeria." UAD TEFL International Conference 2 (January 16, 2021): 1. http://dx.doi.org/10.12928/utic.v2.5729.2019.

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Since language is dynamic, and teaching is a dynamic tool of instructing and training someone (the learner) for desired change in their lives, behaviors, experiences, and statuses, it also requires a dynamic and an experienced mind to carry it out. In its methodology, the study adopted both the primary and secondary sources of data gathering technique. Observational examination of both teachers and learners of the English language constituted the primary source while extant material dealing with the teaching and learning of English comprised the secondary data. The observation mainly bordered
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Utami, Dian Hera, Muhammad Basri Wello, and Haryanto Atmowardoyo. "The Phonological Interference of Students’ First Language in Pronouncing English Sounds (A Case Study on Buginese and Makassarese Students)." ELT Worldwide: Journal of English Language Teaching 4, no. 2 (2017): 205. http://dx.doi.org/10.26858/eltww.v4i2.4414.

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The study indicates the phonological interferences occurred by the Buginese and Makasserese students in pronouncing English sounds and the factors affect pronunciation interference of Buginese and Makasserese students in pronouncing English sounds. The respondents were eight university students majoring English Department. They are four Buginese students which their L1 is Buginese and four Makassarese students which their L1 is Makassarese. This research was conducted through a case study design. The instruments were oral test by reading three different texts to get the data with audio recordi
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Islam, A. K. M. Mazharul. "Major phonemic problems of Bangladeshi learners of English: Reasons behind and solutions." ELT Forum: Journal of English Language Teaching 10, no. 1 (2021): 30–39. http://dx.doi.org/10.15294/elt.v10i1.45061.

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The issue of Bangladeshi EFL learners’ phonemic challenges, though not very battered, has been addressed by some researchers at different times. Even after having a prolonged history of learning and teaching and some research in the field, awkward pronunciations and misunderstandings are still prevailing everywhere, from the primary level to tertiary level and beyond. This study is undertaken to heighten the importance of delving deeper into the root causes of phonemic difficulties of the learners and to pinpoint the major problems. To add flesh to the theoretical skeleton of the topic a group
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14

Załóg-Kociuga, Katarzyna. "The Influence of Deductive and Inductive Instruction on Adolescents’ Acquisition of English Vowels." Anglica Wratislaviensia 54 (November 15, 2016): 151–63. http://dx.doi.org/10.19195/0301-7966.54.10.

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Difficulties in mastering the pronunciation of a foreign language arise due to numerous factors, among which the differences between the learners’ L1 and L2 seem to be significant. For Polish learners of English, these differences would include considerable disparities between the two vowel systems, which is why the subject of this study are difficult English vowels. The difficulty of vocalic sounds is judged according to Prator’s 1967 Hierarchy of Difficulty. The study aims at determining whether deductive and inductive formal types of phonetic instruction have any influence on the intelligib
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Khorasgani, Amir Toghyani, Ali Toghyani Khorasgani, and Narges Keshti Aray. "A SURVEY ON SEVERAL POTENTIALLY PROBLEMATIC AREAS OF PRONUNCIATION FOR IRANIAN EFL LEARNERS." Indonesian EFL Journal 1, no. 2 (2017): 189. http://dx.doi.org/10.25134/ieflj.v1i2.626.

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Almost all English language teachers get students to study grammar, vocabulary, etc., but some of these same teachers make little attempt to teach pronunciation in any overt way and only give attention to it in passing. Pronunciation teaching not only makes students aware of different sounds and sound features, but can also improve their speaking. Concentrating on sounds, making aware of where words should be stressed, where words made in mouth, give students information about spoken English and help them achieve the goal of improved comprehension and intelligibility. Pronunciation forms a nat
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16

Wu, Yan. "Review of Chinese English Learners’ Prosodic Acquisition." English Language Teaching 12, no. 8 (2019): 89. http://dx.doi.org/10.5539/elt.v12n8p89.

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The traditional focus of English phonetic teaching in China has consistently been on the segmental acquisition, which is mainly highlighting the pronunciation of vowels and consonants, while its suprasegmental knowledge in speech naturalness, coherence and understanding is relatively insufficient. In addition, Chinese students have a serious problem in the rhythm of English language, which is mainly influenced by the characteristics of the syllable-timed in their mother tongue rather than in a stress-timed way. This study reviews the academic works of the nearly 15 years in the development of
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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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18

Moedjito. "The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students." English Language Teaching 9, no. 6 (2016): 30. http://dx.doi.org/10.5539/elt.v9n6p30.

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<p>This study aimed to explore teachers’ and students’ perception of pronunciation teaching in Indonesian EFL classrooms, particularly on (1) the difficulty of English pronunciation, (2) the reasons for the difficulty, (3) the inclusion of pronunciation in EFL classrooms, (4) the goal of pronunciation teaching, (5) priorities in pronunciation teaching, and (6) techniques in pronunciation teaching. To achieve the purpose, a written questionnaire was distributed to 110 Indonesian school teachers and 230 Indonesian university students. The collected data were submitted to independent two-sa
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Perkova, Elena Leonidovna, and Lubov Pavlovna Shirobokova. "Features of teaching Russian as a foreign language to bilingual students (using the example of the Russian verb aspect study)." Samara Journal of Science 9, no. 4 (2020): 321–24. http://dx.doi.org/10.17816/snv202094310.

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The paper discusses the features of learning Russian by foreign students who speak English at a basic level. A difficult aspect for foreign students is grammar, which is accompanied by an innumerable set of rules and the same number of exceptions. One of the most difficult grammatical topics is Imperfect and Perfect Verbs, since in other languages the grammatical category of the verb aspect does not exist. In this regard, there are difficulties for foreign bilingual students in determining the meaning, methods of education, use and application of imperfect and perfect verbs in speech situation
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20

Al-Saidat, Emad M. "PHONOLOGICAL ANALYSIS OF ENGLISH PHONOTACTICS: A CASE STUDY OF ARAB LEARNERS OF ENGLISH." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 121–34. http://dx.doi.org/10.5750/bjll.v3i0.26.

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This study is meant to phonologically analyze the English phonotactics in the English of Arab learners of English as a foreign language to determine the types of pronunciation difficulties they encounter. More specifically, it investigates the types of declusterization processes found in their interlanguage and the sources of such processes. The results of this study demonstrate that Arab learners of English unintentionally insert an anaptyctic vowel in the onset as well as in the coda of certain English syllables. Results also show that the major reason for declusterization processes is the m
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Premarathne, Kaushika. "Exploring the Reasons for the Fossilization of Phonological Errors: A case study of the substitution of/o/for/ɔ/by English as Second Language Learners in Sri Lanka". Advances in Language and Literary Studies 9, № 4 (2018): 105. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.105.

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Over the past decades, various teaching methods adopted from time to time have placed pronunciation teaching in the forefront or in the backend. This has resulted in second language facilitators to completely disregard or relentlessly correct pronunciation depending on their intuition due to the lack of research on pronunciation teaching or proper guidance. In Sri Lanka, since there has been no general agreement on pronunciation teaching, it is being considered merely a supplementary task which is often overlooked. As a result of this, certain phonological features have got fossilized in the c
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Jeong, Hyeseung Jeong, Bosse Thorén, and Juliana Othman. "MUTUAL INTELLIGIBILITY OF MALAY- AND SWEDISH-ACCENTED ENGLISH: AN EXPERIMENTAL STUDY." Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 43. http://dx.doi.org/10.17509/ijal.v7i1.6857.

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In using English as an international language (EIL), one important issue is mutual intelligibility among EIL speakers from different language backgrounds. The present study investigates the cross-linguistic intelligibility of Malay-accented English and Swedish-accented English, regarding the three phonetic features – word stress pattern, consonant clusters, and long vowel in particular. We prepared 15 English statements that are evidently true or false if understood, and examined to what extent the three phonetic features are related to 30 Swedish and 38 Malaysian listeners’ understandings of
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Gao, Zhiyan, and Steven Weinberger. "Which Phonetic Features Should Pronunciation Instructions Focus on? An Evaluation on the Accentedness of Segmental/Syllable Errors in L2 Speech." Research in Language 16, no. 2 (2018): 135–54. http://dx.doi.org/10.2478/rela-2018-0012.

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Many English language instructors are reluctant to incorporate pronunciation instruction into their teaching curriculum (Thomson 2014). One reason for such reluctance is that L2 pronunciation errors are numerous, and there is not enough time for teachers to address all of them (Munro and Derwing 2006; Thomson 2014). The current study aims to help language teachers set priorities for their instruction by identifying the segmental and structural aspects of pronunciation that are most foreign-accented to native speakers of American English. The current study employed a perception experiment. 100
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Muñoz Mallén, Ana María, and Víctor Pavón Vázquez. "The Improvement of Intelligibility in the Oral Production of Standard English: A Study About the Production of Vowel Quality in Stressed and Unstressed Syllables." English Language Teaching 12, no. 4 (2019): 115. http://dx.doi.org/10.5539/elt.v12n4p115.

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Pronunciation is an essential aspect in the teaching of the English language, especially those aspects of pronunciation such as stress and vowel quality as they are crucial elements to ensure intelligibility in communication. The general objective of this study is to investigate whether the theoretical-practical instruction on pronunciation has a crucial impact on the vowel quality production of stressed and unstressed syllable in isolated words and in wider contexts, and therefore, in the improvement of intelligibility and of the oral production in general terms, in two groups of Spanish stud
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Al-Esaifer, Feras Al-Esaifer Saleh A., and Hisham Alshareef Mohammed A. Alshareef. "SPEAKING CHALLENGES THAT ENCOUNTER 2ND AND 3RD YEAR EFL UNIVERSITY STUDENTS." Premise: Journal of English Education 7, no. 1 (2018): 49. http://dx.doi.org/10.24127/pj.v7i1.1290.

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This research investigated the common problems and difficulties that face 2nd and 3rd year undergraduate students in developing their speaking skills. The qualitative approaches (interview and observation) were used as methods of collecting data of this study. Four classes were involved in the classroom observation, twenty students from this cohort and four teachers were interviewed. Some of the difficulties which were introduced in this study were related to the poor classroom conditions and methods that teachers employ in teaching speaking skills. Some other difficulties were related to pron
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Al-Esaifer, Feras Saleh A., and Hisham Mohammed A. Alshareef. "SPEAKING CHALLENGES THAT ENCOUNTER 2ND AND 3RD YEAR EFL UNIVERSITY STUDENTS." Premise: Journal of English Education 7, no. 1 (2018): 49. http://dx.doi.org/10.24127/pj.v7i1.1339.

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This research investigated the common problems and difficulties that face 2nd and 3rd year undergraduate students in developing their speaking skills. The qualitative approaches (interview and observation) were used as methods of collecting data of this study. Four classes were involved in the classroom observation, twenty students from this cohort and four teachers were interviewed. Some of the difficulties which were introduced in this study were related to the poor classroom conditions and methods that teachers employ in teaching speaking skills. Some other difficulties were related to pron
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Abimnui, Azane. "IDENTIFYING AND OVERCOMING CHALLENGES IN TEACHING AND LEARNING PRONUNCIATION IN AN EFL CLASS: AN EXPERIENCE FROM CAMEROON." International Journal of Linguistics 2, no. 1 (2021): 36–48. http://dx.doi.org/10.47604/ijl.1326.

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Purpose: There are still gaps in knowledge with regard to reliable research-based information on what works and what does not work in pronunciation teaching. This gap can be filled by increased academic research on this topic, especially from other teachers’ experiences and practices. This paper investigates some factors hindering the English as a Foreign Language learner (EFL) learners’ acquisition of English pronunciation and reviews issues with English pronunciation instruction from a teacher’s perceived challenges.
 Methodology: The setting that defines the EFL learner is presented in
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Aksakallı, Canan, and Oktay Yağız. "The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation." GIST – Education and Learning Research Journal 20 (June 11, 2020): 7–31. http://dx.doi.org/10.26817/16925777.712.

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This study aimed at investigating EFL pre-service teachers’ attitudes toward pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction on EFL pre-service teachers’ phonological development and based on the findings to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design method. 107 EFL pre-service teachers participated in the study. The quantitative instruments were Pronunciation Attitude Inventory, pre and post period of the intervention. During one term,
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Ghorbani, Mohammad Reza, Malihe Neissari, and Hamid Reza Kargozari. "The Effect of Explicit Pronunciation Instruction on Undergraduate EFL Learners' Vowel Perception." Language and Literacy 18, no. 1 (2016): 57. http://dx.doi.org/10.20360/g2xw2k.

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Since English pronunciation errors are often caused by the transfer of the Persian language sound system, the present study investigated the effect of explicit pronunciation instruction on undergraduate English as a Foreign Language (EFL) learners’ vowel perception enhancement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. A 40-item minimal pair test was developed based on the 3rd edition of the book Sh
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Alaga, Nathalie Ann Cabonce. "ESL Learners’ English Pronunciation Errors: A Systematic Error rather than Accidental." Journal of English Language and Literature 6, no. 2 (2016): 464–69. http://dx.doi.org/10.17722/jell.v6i2.302.

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ESL learners of English language encounter problems in producing correct pronunciation of the English words. This study determined the pronunciation errors on English vowel, consonant and digraph sounds among BS Psychology students. This study employed face – to – face oral pronunciation test. Mispronunciation was looked into as a result of the interference of L1 pronunciation. L1 phonological sounds have fossilized in the phonological knowledge of the ESL learners. Lastly, the spelling structure of the words gives confusion to the learners to pronounce the words. This concluded that pronuncia
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Et. al., Asma Kashif Shahzad,. "Convergence of SMS language in Formal Writing by ESL Learners at Higher Secondary Level." Psychology and Education Journal 58, no. 3 (2021): 3190–98. http://dx.doi.org/10.17762/pae.v58i3.4453.

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The acquaintance of teenagers with the advent of time-economical and an advancedinteraction mode has threatened the English language's standard form.This research explores the phenomenon of mixing SMS language in ESL learners' writing skills regarding the choices of lexical and morpho-syntactic items and the presence and absence of SMS features at higher secondary level in Bahawalpur.Two questionnaires have been administered to collect data for quantitative analysis. The data has been collected from 80 ESL learners and 50 ESL teachersat the Intermediate level in private and government colleges
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Williams, Meinir, and Sarah Cooper. "Adult New Speakers of Welsh: Accent, Pronunciation and Language Experience in South Wales." Languages 6, no. 2 (2021): 86. http://dx.doi.org/10.3390/languages6020086.

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This study examines the experiences of adult new speakers of Welsh in Wales, UK with learning pronunciation in Welsh. Questionnaire data were collected from 115 adult L2 speakers with English as an L1 located in South Wales. We investigated self-reported perceptions of accent and pronunciation as well as exploring which speech sounds were reported to be challenging for the participants. We also asked participants how traditional native speakers responded to them in the community. Perceptions of own accent and pronunciation were not rated highly for the participants. We found that speaker origi
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Nowacka, Marta. "English spelling among the top priorities in pronunciation teaching: Polglish local versus global(ised) errors in the production and perception of words commonly mispronounced." Research in Language 14, no. 2 (2016): 123–48. http://dx.doi.org/10.1515/rela-2016-0002.

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This paper presents the results of a questionnaire and recording-based study on production and recognition of a sample of 60 items from Sobkowiak’s (1996:294) ‘words commonly mispronounced’ by 143 first-year BA students majoring in English. 30 lexical items in each task represent 27 categories defined by Porzuczek (2015), each referring to one aspect of English phonotactics and/or spelling-phonology relations. Our aim is to provide evidence for the occurrence of local and globalised errors in Polglish speech. This experiment is intended to examine what types of errors, that is, seriously defor
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Bankauskaitė, Gabija. "Respectus Philologicus, 2010 Nr. 18 (23)." Respectus Philologicus, no. 20-25 (October 25, 2010): 1–300. http://dx.doi.org/10.15388/respectus.2010.23.

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CONTENTS
 I. PROBLEMS AND SOLUTIONSIsabel Íñigo-Mora, Gloria Álvarez-Benito (Spain). Gestures and Words in Political Discourse: a Case Study of the Obama-McCain Encounter... 11Vadim V. Dementyev (Russia). Anecdote in the Era of Censorship: Types of Public Representation (Experience of Diachronic Analysis of Anecdots on the Material of the Magazine Krokodil)... 26Daiva Aliūkaitė (Lithuania). New Dialect: the Possible Scenario of Dialectal Discourse Estimation...41Marek Ruszkowski (Poland). Krylov Law in Polish Linguistic Research...58
 II. FACTS AND REFLECTIONSLoreta Ulvydienė (Lithua
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Saud, Wafa Ismail. "Lexical Errors of Third Year Undergraduate Students." English Language Teaching 11, no. 11 (2018): 161. http://dx.doi.org/10.5539/elt.v11n11p161.

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The aim of the study was to examine the lexical errors made by EFL students. The technique for eliciting information employed was an achievement test. A sample of 30 Saudi female students was asked to write essays in English that were assessed by the researcher. The students were all majoring in English in the third year at King Khalid University. James (1998) taxonomy was selected as the most comprehensive framework for the analysis of the lexical errors in the students' writing. A total of 137 lexical errors were identified and analysed. These errors were divided into formal 117 (85.
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Taylor, David S. "VOWELS, CONSONANTS AND SYLLABLES IN ENGLISH: AN ENGLISH TEACHING PERSPECTIVE." IRAL - International Review of Applied Linguistics in Language Teaching 33, no. 1 (1995): 1–8. http://dx.doi.org/10.1515/iral.1995.33.1.1.

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Kusuma, Adhi, and Victa Sari Dwi Kurniati. "A Comparative Study of English and Javanese Sound Inventories." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 1 (2020): 31–35. http://dx.doi.org/10.30738/tijes.v2i1.8553.

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This essay aims at comparing and contrasting the English and Javanese with respect to the sound inventories completed. Based on Maddieson’s research (cited in Aronoff & Ress-Miller 2003, p. 183) there are between six and 95 consonants and between three and 46 vowels in a language. While English has 24 consonants and 12 vowels (Fromkin et al. 2008, p. 216) and Javanese has 23 consonants and 6 vowels (Ager 2009; Wedhawati & Arifin 2006, p. 65). In sum, the sound the English and Javanese inventories are both similar and different in several respects to how their consonants and vowels a
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Soenning, Lukas. "Unstressed Vowels in German Learner English: An Instrumental Study." Research in Language 12, no. 2 (2014): 163–73. http://dx.doi.org/10.2478/rela-2014-0001.

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This study investigates the production of vowels in unstressed syllables by advanced German learners of English in comparison with native speakers of Standard Southern British English. Two acoustic properties were measured: duration and formant structure. The results indicate that duration of unstressed vowels is similar in the two groups, though there is some variation depending on the phonetic context. In terms of formant structure, learners produce slightly higher F1 and considerably lower F2, the difference in F2 being statistically significant for each learner. Formant values varied as a
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Kautzsch, Alexander. "Transfer, Similarity or Lack of Awareness? Inconsistencies of German Learners in the Pronunciation of LOT, THOUGHT, STRUT, PALM and BATH." Research in Language 10, no. 2 (2012): 225–41. http://dx.doi.org/10.2478/v10015-011-0029-6.

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The current study presents acoustic analyses of non-high back vowels and low central vowels in the lexical sets LOT, THOUGHT, STRUT, PALM and BATH as pronounced by German learners of English. The main objective is to show that learners of English at university level are highly inconsistent in approximating the vowels of their self-chosen target accents British English (BrE) and American English (AmE). To that end, the acoustic qualities of the English vowels of learners are compared to their native German vowels and to the vowels of native speakers of BrE and AmE. In order to facilitate statem
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Hu, Wei, Sha Tao, Mingshuang Li, and Chang Liu. "Distinctiveness and Assimilation in Vowel Perception in a Second Language." Journal of Speech, Language, and Hearing Research 62, no. 12 (2019): 4534–43. http://dx.doi.org/10.1044/2019_jslhr-h-19-0074.

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Purpose The purpose of this study was to investigate how the distinctive establishment of 2nd language (L2) vowel categories (e.g., how distinctively an L2 vowel is established from nearby L2 vowels and from the native language counterpart in the 1st formant [F1] × 2nd formant [F2] vowel space) affected L2 vowel perception. Method Identification of 12 natural English monophthongs, and categorization and rating of synthetic English vowels /i/ and /ɪ/ in the F1 × F2 space were measured for Chinese-native (CN) and English-native (EN) listeners. CN listeners were also examined with categorization
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Lima Jr, Ronaldo Mangueira. "The influence of metalinguistic knowledge of segmental phonology on the production of English vowels by Brazilian undergraduate students." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 70, no. 3 (2017): 117–30. http://dx.doi.org/10.5007/2175-8026.2017v70n3p117.

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This paper presents data on the production of English vowels [i ɪ ɛ æ u ʊ] by Brazilian English Language Teaching (ELT) undergraduate students before and after taking a course on English Segmental Phonology. Brazilian learners tend to assimilate the contrasts present in [i ɪ], [ɛ æ] and [u ʊ] into the prototypical categories of Brazilian Portuguese [i], [ɛ] and [u], respectively. Thus, this paper investigates the influence of receiving explicit metalinguistic instruction of English segmental phonology on the production of the target pairs of vowels. The data analysis is of acoustic nature (spe
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Przedlacka, Joanna, and Michael Ashby. "Comparing the Received Pronunciation of J. R. Firth and Daniel Jones: A sociophonetic perspective." Journal of the International Phonetic Association 49, no. 3 (2018): 381–400. http://dx.doi.org/10.1017/s0025100318000026.

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This study focuses on a corpus assembled from commercial recordings of 1929 and 1932 featuring the two British linguists J. R. Firth (1890–1960) and Daniel Jones (1881–1967). The aim is to analyse and quantify differences in the Received Pronunciation (RP) used by the two men, in relation to sociolinguistic and stylistic variation within RP of the period. A systematic acoustic analysis reveals that whereas the vowel systems of the two speakers are closely similar in most respects, there are significant differences in the realizations of the trap, price and dress qualities. We show that each of
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Şen, Serkan. "Helping Turkish EFL Learners with the Pronunciation of Four General British Vowels." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 1 (2019): 145–57. http://dx.doi.org/10.4312/elope.16.1.145-157.

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The paper presents a contrastive analysis of Turkish and English with respect to their vowel systems and orthography. The author then focuses on effective ways to teach four General British (GB) vowels, /i:/, /ɪ/, /ʊ/, and /u:/, to twenty Turkish university students of English as a Foreign Language. The paper presents a practical approach to teaching the perception and production of the four vowels through a set of classroom activities. As practice shows, Turkish students experience difficulties in the recognition and pronunciation of the observed vowels, which can be mitigated using the descr
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HICKEY, RAYMOND. "On the recent history of low vowels in English." English Language and Linguistics 24, no. 3 (2020): 545–67. http://dx.doi.org/10.1017/s1360674320000192.

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The development of low vowels in the history of English is one which shows continuous movement, usually upwards along earlier back and later front trajectories. In addition, low vowels have been subject to lengthening processes which have compensated for the loss of earlier instances of long low vowels. Shifts along a horizontal axis, from low front to low back, can also be discerned throughout the history of English. The present study begins by examining the situation in late eighteenth-century English, using the Eighteenth-Century English Phonology Database and the works of various prescript
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Tagne Safotso, Gilbert. "A Study of Vowel Nasalization and Vowel Epenthesis Processes in Cameroon Francophone English." International Journal of Applied Linguistics and English Literature 7, no. 2 (2017): 214. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.214.

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Unlike Cameroon English and Received Pronunciation, Cameroon Francophone English has a number of nasal and epenthetic vowels. Those nasal vowels are generally French ones, as Cameroon Francophone English is heavily influenced by that language. The epenthetic vowels found in Cameroon Francophone English as in many other non-native Englishes are difficult to explain. Part of the data analysed is drawn from past studies (Safotso 2001, 2006, 2012 & 2015; Kouega 2008). This is complemented by the oral reading of some test words by French-speaking Cameroonian undergraduate/postgraduate students
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Easton, Anita, and Laurie Bauer. "An Acoustic Study of the Vowels of New Zealand English." Australian Journal of Linguistics 20, no. 2 (2000): 93–117. http://dx.doi.org/10.1080/07268600020006021.

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Deterding, David. "An instrumental study of the monophthong vowels of Singapore English." English World-Wide 24, no. 1 (2003): 1–16. http://dx.doi.org/10.1075/eww.24.1.02det.

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The formants of the conversational vowels of five male and five female Singapore English (SgE) speakers are measured and compared with comparable measurements of British English (BrE) in order to gain a comprehensive view of the vowel space of Singaporean speakers and to determine which of the vowel distinctions of BrE are not maintained in SgE. It is found that the distinctions between /iː/ and /ɪ/ and also /e/ and /æ/ are not maintained in SgE, and any distinction between /ɔː/ and /ɒ/ is small. It is also found that SgE /uː/ is more back than BrE /uː/. It is further suggested that the fewer
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Ménard, Lucie, Barbara L. Davis, Louis-Jean Boë, and Johanna-Pascale Roy. "Producing American English Vowels During Vocal Tract Growth: A Perceptual Categorization Study of Synthesized Vowels." Journal of Speech, Language, and Hearing Research 52, no. 5 (2009): 1268–85. http://dx.doi.org/10.1044/1092-4388(2009/08-0008).

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Han, Jeong-Im, Jong-Bai Hwang, and Tae-Hwan Choi. "The acquisition of phonetic details: Evidence from the production of English reduced vowels by Korean learners." Second Language Research 27, no. 4 (2011): 535–57. http://dx.doi.org/10.1177/0267658311408184.

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The purpose of this study was to evaluate the acquisition of non-contrastive phonetic details of a second language. Reduced vowels in English are realized as a schwa or barred- i depending on their phonological contexts, but Korean has no reduced vowels. Two groups of Korean learners of English who differed according to the experience of residence in English-speaking countries and a group of English native speakers were asked to produce English reduced vowels in word-initial, word-internal and word-final positions. The mean duration ratios, and the mean values and distribution patterns of F1/F
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Pittam, Jeffery, and John Ingram. "Vietnamese refugees acquiring proficiency with Australian-English vowels." Australian Review of Applied Linguistics 13, no. 1 (1990): 25–42. http://dx.doi.org/10.1075/aral.13.1.02pit.

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Abstract This paper presents data from a longitudinal study of Vietnamese refugee families acquiring Australian-English. Specifically, the paper is concerned with Vietnamese acquiring proficiency with vowels. It documents the progress made by four members of a Vietnamese family across their first year in the country, reporting on two areas of production known to be difficult for Vietnamese: the long-short vowel distinctions, and diphthongs before a final consonant. It also reports on the subjects’ discrimination of the monophthongal vowels of Australian-English. It is shown that, for this fami
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