Relevant bibliographies by topics / English Phonetics

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Academic literature on the topic 'English Phonetics'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "English Phonetics"

1

Istiqomah, Sri Ayu, Alies Poetri Lintangsari, and Widya Caterine Perdhani. "Attitudes toward English phonetics learning: a survey on Indonesian EFL learners." Journal on English as a Foreign Language 11, no. 1 (2021): 197–217. http://dx.doi.org/10.23971/jefl.v11i1.2602.

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Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.
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2

Ashby, Patricia. "Does Phonetics = Pronunciation? 100 Years of Phonetics in Pronunciation Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 17, no. 2 (2020): 9–26. http://dx.doi.org/10.4312/elope.17.2.9-26.

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The short answer to the question in the title is: not exactly, no. This paper examines the confusion between phonetics on the one hand and pronunciation on the other. It looks at what phonetics actually is (its acoustic, articulatory and auditory components), and attempts to dispel the popular myth that studying or teaching ‘(English) phonetics’ and studying or teaching ‘(English) pronunciation’ are one and the same thing – in fact, the former is general phonetics, the latter applied phonetics. Reviewing 100 years of thoughts about English pronunciation teaching (from Daniel Jones to Geoff Lindsey) it examines the contribution phonetics is considered to make in this field, looking at the roles of both phonetic theory and ear-training in pronunciation acquisition from teachers’ and learners’ perspectives. It concludes by summarizing what phonetics today can offer the language learner.
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3

Agustina Savitri, Nindya, and Firdaus Andrianto. "Preferences and Attitude toward English Phonetics Learning: The perspectives of Indonesian EFL Learners." Education of English as Foreign Language 4, no. 1 (2021): 57–62. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.06.

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English learners should aware of English sounds, more specifically English phoneme, to comprehending the English language accurately. In order to completing the goal this research aimed to find out students’ preferences and attitude of English Education Program in Universitas Brawijaya. This was a descriptive quantitative research by using a survey design. The participants of this study were 103 (a hundred and three) students of batch 2015 to 2017 in English Language Education Program. The researcher used adopted questionnaire which consist of 8 items preferred themes and 19 statements of attitude in phonetic as the instrument by Lintunen and Makilahde (2013). This research was analyzed using SPSS program. The result of this study revealed student’s preference and attitudes toward phonetics learning. The most preferred topic chosen by the participants are the vowel systems (28.20%), speech rhythm and accent difference (27.20%), and intonation analysis (26.20%). The students performed a positive attitude toward English phonetic learning that can improve their skill in English especially in their pronunciation (98.1%). It is concluded that the students thought English Phonetics is important to increase their knowledge and their skill in learning English. The researcher suggested for future researcher, they can conduct the research by considering the correlation between pronunciation in English phonetics and speaking skill in English language.
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4

Cohn, Abigail C. "Nasalisation in English: phonology or phonetics." Phonology 10, no. 1 (1993): 43–81. http://dx.doi.org/10.1017/s0952675700001731.

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In English, a number of rules affect the realisation of a nasal consonant or a segment adjacent to a nasal consonant. These include rules of Anticipatory Nasalisation, e.g. bean /bin/ [bĩn]; Coronal Stop Deletion, e.g. kindness /kajndnes/ [kãjnnes]; Nasal Deletion and optionally Glottalisation, e.g. sent /sent/ [set] or [set'] (see Malécot 1960; Selkirk 1972; Kahn 1980 [1976]; Zue & Laferriere 1979). These rules, characterised largely on the basis of impressionistic data, are widely assumed to be phonological rules of English. Yet current views of the relationship between phonology and phonetics make the distinction between phono-logical rules and phonetic ones less automatic than once assumed and a reconsideration of the status of these rules is warranted. In the present article, I use phonetic data from English to investigate these rules. Based on these data, I argue that Anticipatory Nasalisation results from phonetic implementation rather than from a phonological rule, as previously assumed. It is shown that the basic patterns of nasalisation in English can be accounted for straightforwardly within a target-interpolation model. I then investigate the phonological status and phonetic realisation of Nasal Deletion, Coronal Stop Deletion and Glottalisation. The interaction of these rules yields some surprising results, in that glottalised /t/ [t'] is amenable to nasalisation.
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5

MacMahon, Michael K. C. "Laura Soames’ contributions to phonetics." Historiographia Linguistica 21, no. 1-2 (1994): 103–21. http://dx.doi.org/10.1075/hl.21.1-2.06mac.

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Summary Laura Soames (1840–1895) came to the attention of the teaching and phonetics professions through her work in applying phonetic principles to the teaching of reading and to the pronunciation of English and foreign languages. Lauded by many European phoneticians, she was despised by Henry Sweet – much to his discredit. Her publications, especially the Introduction to Phonetics (English, French and German) (1891) and The Child’s Key to Reading (1894) reveal a capacity to simplify the more technical expositions of phonetic theory in order to achieve a popular and readable exposition of the subject. Together with a number of other phoneticians of the late 19th and early 20th centuries, she represents the bridge between the work of Henry Sweet (1845–1912) and Daniel Jones (1881–1967).
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6

Pétursson, Magnús. "Manual of english phonetics." Acta Linguistica Hafniensia 30, no. 1 (1998): 225–28. http://dx.doi.org/10.1080/03740463.1998.10412294.

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7

Anggraeni, Candradewi Wahyu, Widya Ratna Kusumaningrum, and Rangga Asmara. "O’SPEAK FOR ENGLISH PHONETIC AND PHONOLOGY CLASS: WHAT’S ON STUDENTS’ MIND?" SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (2021): 89–100. http://dx.doi.org/10.21460/saga.2021.22.76.

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In the era of Education 5.0, mobile applications for the teaching-learning process are proliferating. The mobile application also exists in English Phonetics and Phonology Classes. Its name is O’Speak. The use of O’Speak in English Phonetic and Phonology Class derives from the idea of technological development in this digital era. Virtues and hurdles of using O’Speak come out in students’ viewpoints. Therefore, this study is conducted to know the students’ perceptions toward the use of O’Speak in English Phonetic and Phonology Classes. The research method used in this study is a case study that focuses on the phenomenon of O’Speak. English Phonetics and Phonology students are the participants in this study. The finding shows that the students have several overviews toward O’Speak, such as students' concept of O’Speak, O’Speak designs, and O’Speak comments.
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8

Haładewicz-Grzelak, Małgorzata. "Zabrocki’s structural phonetics in the case study of velar POA assimilation in Latinate prefixation in RP English." Lingua Posnaniensis 56, no. 2 (2014): 19–28. http://dx.doi.org/10.2478/linpo-2014-0011.

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Abstract Zabrocki understood structural phonetics as a branch of phonetics concerned with analyzing acodal (substantial) systems (cf. Bańczerowski 1980: 13). In this theory, each sound has a specific acoustic and articulatory substance. Zabrocki constructed linear substantial sound structures based on measuring the amount of substance implied in the articulation. Diachronic structural phonetics, in turn, is the application of synchronically defined phonetic and acoustic relations to the study of language change. This paper investigates a synchronic scenario for velar POA assimilation in Latinate prefixation in English and tests the findings against the tenets of Zabrocki’s theory. The results show that Zabrocki’s structural phonetics perfectly accounts for the empirical findings. The corpus of investigation is comprised of realizations of all RP English Latinate prefixes ending with /n/, collected from various pronunciation dictionaries (online and paper). As a collateral corpus, recordings of two native speakers of English were made in which they produced some of the corpus material, as well as nonce words and unusual lexemes not listed in pronunciation dictionaries
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9

Jenner, Bryan. "Educational phonetics." Journal of the International Phonetic Association 18, no. 2 (1988): 143. http://dx.doi.org/10.1017/s0025100300003753.

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The widely different topics covered by the two contributions to this second Educational Phonetics section reflect well the intended scope of this section of the Journal. Brown's paper addresses an issue of recurring interest to teachers of English, namely the status of post-vocalic /r/ in different varieties of English and the acceptability, or otherwise, of intrusive or linking /r/. Duckworth and Ball look at the usefulness of the IPA in its present version for the representation of dysfluent speech, and suggest alternatives which the Association might wish to evaluate as part of its current revision of the symbols for transcription.
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10

Jenner, Bryan. "Educational phonetics." Journal of the International Phonetic Association 17, no. 2 (1987): 124. http://dx.doi.org/10.1017/s0025100300003340.

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The first Educational Phonetics section of JIPA shows a preoccupation with the theory, practice and results of language teaching. Clearly this area of professional interest will continue to occupy the interests of phoneticians as it has done ever since the Association was founded. Windsor Lewis's note addresses the perennial question of which phonological varieties of English should be set up as models for the non-native learner of English, while Jenner's article offers an alternative approach to the description of non-native accents which may suggest a novel basis for the organisation of pronunciation teaching. Contributions have been promised in other areas of professional interest, but did not materialise in time to be incorporated in this issue.
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