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Journal articles on the topic 'English Phonetics'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 June 2025

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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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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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11

Ogden, Richard. "An Introduction to English Phonetics." Phonetica 68, no. 1-2 (2011): 111–12. http://dx.doi.org/10.1159/000328775.

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Nickolayeva, Iryna. "NATIONAL AND CULTURAL PECULIARITIES OF PHONETICS IN THE AMERICAN ENGLISH." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (2020): 16–18. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-16-18.

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The article shows the establishment of the territorial norms on the level of phonetics in the American English. It analyses their national and cultural peculiarities. The studied and presented material shows that the phonetic characteristics of the American national version of the English language have their own territorial national and cultural characteristics. The article deals with the issue of phonetic peculiarities of the dialectic language as an ideal of the signs of the territorial jurisdiction of native speakers in terms of interpersonal communication. The main causes of regional dialects are analyzed. Separately, it is noted that the phonetic characteristics of the American national version of English in the South-West of the United States have their own regional identity. It is underlined that distinctive phonetic features of the English language in the United States include not only dialect phenomena, but they are also characteristic of the literary language. The assessment of the same linguistic facts from the point of view of American and British norms is indicative in this respect. In this article, it is discussed in detail the phonetic features of American English compared to British, officially recognized in the world community the main. The American version is of the greatest interest in comparison with Canadian, Australian and New Zealand English, because, for various reasons, it has undergone a large number of changes in all aspects of the language, including phonetic. The article emphasizes that the United States is developing its own territorial phonetic norms.

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Browne, Wayles, Alexander Ushkevich, and Alexandra Zezulin. "Byelorussian-English English-Byelorussian Dictionary: With Complete Phonetics." Slavic and East European Journal 37, no. 4 (1993): 595. http://dx.doi.org/10.2307/308481.

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14

Bernhardt, James E., Oleg Beniukh, and Ksana Beniukh. "Russian-English/English-Russian Dictionary with Complete Phonetics." Modern Language Journal 77, no. 4 (1993): 560. http://dx.doi.org/10.2307/329713.

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15

Meisarah, Fitria. "Mobile-Assisted Pronunciation Training: The Google Play Pronunciation and Phonetics Application." Script Journal: Journal of Linguistics and English Teaching 5, no. 2 (2020): 70–88. http://dx.doi.org/10.24903/sj.v5i2.487.

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Background:  Several obstacles to pronunciation have been proposed and urged students to practice pronunciation deliberately. Regardless of these problematic, mobile applications can be a great assistant in pronunciation training. However, considering that Google Play is the most prominent android app store with 227,970 instructional devices, it is challenging to find and select pronunciation and phonetics applications. Students should be conscious of their needs by recognizing the proper mobile application for pronunciation learning. This study explores the pronunciation applications utilized by students for pronunciation learning in and out of the classroom. Methodology: This study administered the data with paper reports and interviews accompanying students. This study involved 41 students who were taking a pronunciation and phonetics course at the University of Kutai Kartanegara Tenggarong. Findings: Nine such applications, as reviewed in this study, are divided into two categories: English pronunciation special purpose (EPSP) application and English dictionary assisted pronunciation (EDAP) application. Noteworthy findings were not all of the applications fulfill the content and design approaches such the suprasegmental features, audio playback, and video camera recorder. Conclusion: This study endeavors to have a critical look at four applications recommended after concerning the term of Mobile Assisted Pronunciation Training (MAPT). They are AV Phonetic, English Phonetic Pronunciation, Listening Practice, English Pronunciation developed by Kepham, and U-Dictionary to assist pronunciation learning in and out of the classroom. Keywords: Pronunciation and phonetics; mobile application; MAPT

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Mulatsih, Devi. "Pronunciation Ability by Using English Song in Indonesian Student of Unswagati Cirebon." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 294. http://dx.doi.org/10.33603/perspective.v2i2.1665.

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Pronunciation is the production of speech sounds for communication. It is the most difficult area of English. This study was conducted under the consideration that pronouncing English words plays an important role. Because of the differences between English and Indonesian pronunciation, many students pronounce English words incorrectly. Data from the Phonetic of English and the rule of how to pronounce English words has been crucial in the development of Phonetics theory throughout its recent past. Explaining the use of English song can increase the pronunciation ability to the students of Unswagati Cirebon in question.

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Shamlidi, Evgenij Yuryevich. "ON THE ISSUE OF INTERPRETERS’ PHONETIC COMPETENCE (BASED ON THE ENGLISH LANGUAGE)." Russian Journal of Multilingualism and Education 11, no. 1 (2019): 86–97. http://dx.doi.org/10.35634/2500-0748-2019-11-86-97.

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The article deals with one of the most important aspects of translators’ linguistic competence - their phonetics, since interpreters’ good pronunciation is of great practical value, including enunciation of phonemes, lexemes, intonation, articulation, stress placement, and even voice timbre. The novelty of this research consists in the fact that it is one of the few works analyzing typical pronouncing errors of Russian learners of English - mainly interpreters, but also teachers and other students of English - who use their English for various pragmatic purposes. Linguistic literature is replete with textbooks and teaching aids in theoretical and practical phonetics of the English language highlighting theoretical and practical aspects of forming correct pronunciation habits; however, they do not pay sufficient attention to most common pronouncing errors, i.e. stress misplacement, wrong articulation of vowels, diphthongs, consonants, etc., enforced by the interference of Russian phonetic system. The writer of this article analyses most common errors gleaned in the course of his career of a professional interpreter and university lecturer by drawing on his own experience and that of his colleagues - teachers and interpreters. This research seems topical due to the fact that audiences form their first impression of an English teacher or an interpreter by the proximity of his/her pronunciation to that of native speakers. The writer of this article holds an opinion that an interpreter’s pronunciation is his/her “business card,” allowing for the fact, however, that an interpreter does not have to speak without any foreign accent at all, but if the accent is still there it must not jar on native speakers’ ear; the enunciation has to be clear, distinct, pleasant, without obvious phonetic errors affected by the phonetics of the Russian language. Hopefully this article will help some Russian learners of English correct their pronunciation errors in their mastery of the English language, should those errors be taken notice of

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Jassem, Wiktor, and J. Windsor Lewis. "Studies in General and English Phonetics." Language 73, no. 3 (1997): 594. http://dx.doi.org/10.2307/415890.

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Druien, Robert F., Oleg Beniukh, and Ksana Beniukh. "Russian-English Dictionary with Complete Phonetics." Modern Language Journal 76, no. 4 (1992): 573. http://dx.doi.org/10.2307/330095.

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SCHRIJVER, PETER. "Celtic influence on Old English: phonological and phonetic evidence." English Language and Linguistics 13, no. 2 (2009): 193–211. http://dx.doi.org/10.1017/s1360674309002986.

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It has generally been assumed that Celtic linguistic influence on Old English is limited to a few marginal loanwords. If a language shift had taken place from Celtic to Old English, however, one would expect to find traces of that in Old English phonology and (morpho)syntax. In this article I argue that (1) the way in which the West Germanic sound system was reshaped in Old English strongly suggests the operation of a hitherto unrecognized substratum; (2) that phonetic substratum is strongly reminiscent of Irish rather than British Celtic; (3) the Old Irish phonetic−phonological system provides a more plausible model for reconstructing the phonetics of pre-Roman Celtic in Britain than the British Celtic system. The conclusion is that there is phonetic continuity between pre-Roman British Celtic and Old English, which suggests the presence of a pre-Anglo-Saxon population shifting to Old English.

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Henton, Caroline, and Anthony Bladon. "Developing computerized transcription exercises for American English." Journal of the International Phonetic Association 17, no. 2 (1987): 72–82. http://dx.doi.org/10.1017/s0025100300003285.

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Acquiring the skill of phonetic transcription from orthographic text is a widespread technique included in all undergraduate curricula for phonetics, linguistics and speech science. It is an ability which is also frequently expected in students of modern languages and English. Any instructor who has been faced with a pile of thirty and more transcriptions to mark knows what a laborious task this is, requiring a lot of close examination of fine detail. To be able to lighten the load by computerizing some of the detail of error-correcting is therefore seen as desirable from several points of view.

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Wright, Melissa. "On clicks in English talk-in-interaction." Journal of the International Phonetic Association 41, no. 2 (2011): 207–29. http://dx.doi.org/10.1017/s0025100311000144.

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This paper analyses clicks in naturally-occurring English conversation. It demonstrates that regardless of any paralinguistic functions clicks may undertake, their occurrence is orderly and systematic, and intimately tied to the interactional structure of talk. Specifically, clicks are shown to function alongside the phonetic parameters of pitch, articulatory segmental features and voice quality (and the sequential and lexical organisation of talk) to demarcate the onset of new and disjunctive sequences. The methodology employed combines (i) the sequential analysis techniques of Conversation Analysis with (ii) parametric impressionistic and instrumental phonetic investigations. A key feature of this methodology is the study of naturally-occurring conversation rather than intuited or laboratory speech data. The findings in this paper challenge the traditional view that clicks function only paralinguistically in English. They also highlight the fruitfulness of implementing phonetic investigations alongside interactional analyses since such an approach enables previously unobserved patterns in the phonetics-interaction interface to be identified.

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Колесникова, Александра Николаевна, and Александр Валерьевич Войнов. "DESIGNING YOUTUBE VIDEOS FOR TEACHING ENGLISH PHONETICS TO HIGH SCHOOL STUDENTS." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 2(107) (July 30, 2020): 153–61. http://dx.doi.org/10.37972/chgpu.2020.107.2.020.

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Настоящая статья посвящена вопросу совершенствования фонетических навыков на английском языке в старшей школе в условиях существования определенных требований к степени сформированности произносительных навыков, которые представлены в таких нормативных образовательных документах, как Федеральный государственный образовательный стандарт среднего общего образования, общеевропейские рамочные компетенции на уровне В1, кодификатор и спецификатор единого государственного экзамена, которые регулируют обучение иностранному языку в старшей школе и сдачу, оценку и проведение устной части ЕГЭ по данному иностранному языку. Выявлено несоответствие между требованиями нормативных документов и методическим обеспечением, необходимым для формирования устойчивых произносительных навыков в старшей школе. Анализ учебников, рекомендованных Министерством просвещения, определил острую необходимость в дополнении программы блоком по практической фонетике. В статье предложено методическое решение для дополнения школьной программы 10-11-х классов курсом по фонетике английского языка на базе интернет-платформы YouTube, выбор которой обусловлен ее популярностью (приведены результаты последних статистических исследований) и тем, что интеграция видеоуроков по фонетике английского языка на базе платформы YouTube с задействованием принципов игрового обучения имеет целый ряд дидактических функций. В статье сформулированы принципы создания обучающих видео, которые могут лечь в основу разработки курса по фонетике английского языка. This article focuses on the improvement of English phonetic skills at high school students in terms of the requirements of the Federal State of the General Secondary Education, Common European Framework References for Languages (Level B1), codifier and specifier of the Unified State Exam, which regulate both the Foreign Language curriculum at high school and the Speaking Part of the Unified State Exam in English. The authors revealed a gap between the requirements of the normative documents and insufficient methodological support of teaching phonetics at high school. The analysis of the textbooks recommended by the Ministry of Education revealed the acute need to provide the curriculum with exercises in practical phonetics. The authors suggest the methodical solution on providing the tenth- and eleventh-grade curriculum with the course on the English phonetics based on the Internet YouTube platform. The choice of the platform is conditioned by its popularity and by the fact that the integration of YouTube video lessons on the English phonetics has a number of didactic functions. The article also provides some didactic principles to follow when designing YouTube videos for teaching phonetics to high school students.

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Loi, Do Phat. "An Analysis of Vietnamese EFL Students’ Pronunciation of English Affricates and Nasals." International Journal of English Linguistics 8, no. 2 (2018): 298. http://dx.doi.org/10.5539/ijel.v8n2p298.

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English learners in Vietnam may have many difficulties when pronouncing English, mainly Nasals and Affricates since English has been their second most used language. There are many factors which lead to this problem like their mother tongue, their study environment, and a lack of knowledge about English phonology and phonetics. This assignment analyzes the problems in English’s Affricates and Nasals pronunciations experienced by Vietnamese EFL students. Data were collected and analyzed from many Vietnamese students including tips and techniques to improve each different pronunciation of Affricates and Nasals. This research will hopefully widen knowledge for those who want to improve their pronunciation of Affricates and Nasals and establish more information which could be able to be developed in the English phonology and phonetics systems in Vietnam.

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Osborne, Denise M., and Miquel Simonet. "Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil." Languages 6, no. 3 (2021): 112. http://dx.doi.org/10.3390/languages6030112.

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Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.

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Haggag, Haggag Mohamed. "Teaching Phonetics Using A Mobile-Based Application in an EFL Context." European Scientific Journal, ESJ 14, no. 14 (2018): 189. http://dx.doi.org/10.19044/esj.2018.v14n14p189.

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Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It deals with how to design the program, implement it and test its results. Participants of the study were (23) pre-service English language teachers at Hurghada Faculty of Education, South Valley University, Egypt. Instruments of the study included a mobile based phonetics module, English phonetics achievement Test and an English Satisfaction scale. Results showed a development in participants' achievement at the level (0.01) in mastering the segmental elements (Phonemes identifications- consonants classificationvowels classification). Participants showed their satisfaction of the application through their positive feedback and responses to the items of the questionnaire

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Maksumov, A., and U. Kusanova. "Pedagogical Phonetics of English and it's Philosophy." Advanced Science Journal 2014, no. 8 (2014): 41–43. http://dx.doi.org/10.15550/asj.2014.08.041.

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Picard, Marc. "English Phonetics and Phonology: An Introduction (review)." Language 77, no. 3 (2001): 603–4. http://dx.doi.org/10.1353/lan.2001.0186.

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Chiang, Thomas. "Correspondence Analysis of Chinese and English Phonetics." China Report 23, no. 3 (1987): 299–310. http://dx.doi.org/10.1177/000944558702300303.

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Pisegna, Katerina, and Veno Volenec. "Phonology and Phonetics of L2 Telugu English." Studies in Linguistics and Literature 5, no. 1 (2021): p46. http://dx.doi.org/10.22158/sll.v5n1p46.

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The paper provides a partial phonological and phonetic description of the segmental structure of L2 Telugu English (TE). Previous research on the subject has been carried out in the context of a more general notion of Indian English (IE), so the properties of TE as distinct from other varieties of IE (e.g., Gujarati English) have largely remained unexplored. We have primarily focused on areas that previous research identified as prominent issues in the study of IE: vowel inventory and production, representation and realization of liquids, word-final obstruent phenomena, and allophones of /w/. To account for these aspects of TE, we have combined a generative approach to the study of an individual’s linguistic competence with linguistic fieldwork as a means of collecting first-hand data. On the basis of collected data, we have conducted a spectrographic analysis of TE vowels and a distributional analysis of TE consonants. The paper provides the first description of the acoustic spaces of TE vowels. We found that all vowels except [?] and [i] are more central in TE than in General American English. /r/ was realized as either [r] or [?] without a specific pattern, and occasionally as [?] in the intervocalic position. /l/ was realized as [?] in word-final position and as [l] elsewhere. TE displayed word-final obstruent devoicing for all obstruents except for /b/, which was consistently unreleased. /w/ was realized as [?] before front vowels and as [w] elsewhere. While previous research that concentrated on the broad notion of Indian English recognized the issue of /w/-allophony, it has not provided a principle that governs the exact distribution of /w/’s allophones. By combining the generative framework with linguistic fieldwork, we have accounted for this long-standing puzzle with a single rule: /w/ ? [?] / __ [–CONS, –BACK].

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Gut, Ulrike. "2. Introduction to English phonetics and phonology." English and American Studies in German 2009, no. 2010 (2010): 3–4. http://dx.doi.org/10.1515/9783484431225.3.

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Koirala, Prabha Marahatta. "Phonetics in Rajeshwori Poetic Poetry." Saptagandaki Journal 8 (October 20, 2017): 93–100. http://dx.doi.org/10.3126/sj.v8i0.18467.

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Windsor Lewis, Jack. "Phonetics in advanced learner's dictionaries." Journal of the International Phonetic Association 44, no. 1 (2014): 75–82. http://dx.doi.org/10.1017/s0025100313000340.

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The history is outlined of the origins and development, during the earlier twentieth century from the work of H. E. Palmer and A. S. Hornby, of a highly distinctive type of dictionary designed to meet the needs of non-native-speaking students of English. It was distinguished by its inclusion of various phonetic and grammatical matters previously almost entirely neglected. In doing so it made a major contribution to the remedying of deficiencies in our records of the English language in respect of the rhythmical characteristics of lexical items longer than the uncompounded word. Other phonetic aspects of these dictionaries are dealt with, including the arrival of related recorded spoken pronunciations.

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Dombrovan, Tetiana I., Olena M. Mitina, Lada M. Rostomova, Iryna V. Slobodzowa, and Khrystyna T. Pavliuk. "On the historical development of the phonetic system of english: a linguosynergetic approach." Nexo Revista Científica 34, no. 01 (2021): 330–45. http://dx.doi.org/10.5377/nexo.v34i01.11310.

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The article advances a novel methodological approach to the study of language development, namely a diachronic synergetics. The purpose of the present research is, through disclosing synergetic features of the phonetic system, to reveal heuristic potency and applicability of principles of the synergetic paradigm to language studies. The authors claim that the phonetic system of language possesses synergetic features and it changes according to common principles of development of complex systems. The authors prove that changes in the phonetic system are neither chaotic nor random, since they are preconditioned by the features of the system itself. The theoretical significance of the present research lies in the widening of our knowledge of language as a synergetic system, and of synergetic features of the phonetic system of English, in particular. The obtained data can be fully employed practically into lectures and seminars on the history of English, theoretical phonetics, and historical linguistics.

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Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.

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This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction

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Boberg, Charles. "Ethnic divergence in Montreal English." Canadian Journal of Linguistics/Revue canadienne de linguistique 59, no. 1 (2014): 55–82. http://dx.doi.org/10.1017/s0008413100000153.

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AbstractThis article reports on a study of ethnic variation in the phonetics of Montreal English. The speech of 93 native speakers of Montreal English from three ethnic groups, British-Irish, Italian and Jewish, was recorded and subjected to acoustic analysis. Several statistically significant differences among the ethnic groups were identified. The present paper undertakes an apparent-time analysis of these differences, to see whether they are getting smaller over time, as might be expected under the assumption that post-immigrant generations gradually assimilate to the linguistic and cultural patterns of their adopted homelands. While Jewish Montrealers show some signs of convergence with the British-origin standard, Italians — especially young Italian men—appear to be diverging from that model. It is suggested that the unusual persistence and even intensification of ethno-phonetic variation in English-speaking Montreal reflects both the residential and social self-segregation of its ethnic communities and the local dominance of French.

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Algeo, John. "GERALD KNOWLES. Patterns of spoken English: An introduction to English phonetics." WORD 43, no. 1 (1992): 134–37. http://dx.doi.org/10.1080/00437956.1992.12098290.

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Yang, Wenge, and Xue Zhao. "Research on the Function of Visual Phonetic Software Praat in Vocational English Phonetics Teaching." Journal of Physics: Conference Series 1856, no. 1 (2021): 012057. http://dx.doi.org/10.1088/1742-6596/1856/1/012057.

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Olson, Daniel. "The phonetics of insertional code-switching." Linguistic Approaches to Bilingualism 2, no. 4 (2012): 439–57. http://dx.doi.org/10.1075/lab.2.4.05ols.

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This study investigates the phonetic production of Spanish-English insertional code-switches, constituents of an embedded language inserted within a discourse of a matrix language. While previous research on the phonetics of codeswitching has focused exclusively on the segmental properties, the current study provides a detailed examination of the suprasegmental features of code-switched tokens, including pitch height and duration. Code-switched productions are compared with non-code-switched tokens, and results indicate that insertional code-switched tokens are produced with a degree of hyper-articulation, evidenced by an increase in pitch height and duration. The results are discussed within Hyper- and Hypo-articulation Theory, drawing on the notion of a decreased local probability incurred by insertional code-switches.

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Wati, Shafrida. "HIJANETICS (HIJAIYAH AND ENGLISH PHONETICS) IN EFL PRONUNCIATION CLASSES: A PARTICIPATORY ACTION RESEARCH." JL3T ( Journal of Linguistics Literature and Language Teaching) 5, no. 2 (2020): 139–54. http://dx.doi.org/10.32505/jl3t.v5i2.1429.

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This study explored the use of sounds association of Hijaiyah (Arabic Alphabets) and English phonetics (HIJANETICS) in teaching pronunciation to students who learn English as a Foreign Language, especially in Aceh context. It aimed at overcoming the learners’ difficulties in producing English sounds, enhancing their communicative competency, and also promoting an alternative approach to teach pronunciation for teachers. The researcher worked with four English teachers of Madrasah Ulumul Quran (MUQ) Langsa, Aceh Province, whom were selected purposively. Observation and in-depth interview were conducted to obtain the results of the research. The findings revealed that phonetics training by associating the sounds to Hijaiyah (Arabic Alphabets) improved some learners’ pronunciation qualities, which were clearer and understandable. It promoted independent learning for the students since their ability to recognize phonetics symbols allow them to discover how a word is pronounced. Most importantly, it engaged and motivated them to learn the foreign language.

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41

Botma, Bert. "English Phonetics and Phonology: An Introduction (Second Edition)." English Studies 95, no. 6 (2014): 709–11. http://dx.doi.org/10.1080/0013838x.2014.942122.

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Smakman, Dick. "Sounds Interesting: Observations on English and General Phonetics." English Studies 96, no. 6 (2015): 725–27. http://dx.doi.org/10.1080/0013838x.2015.1045762.

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Drambarean, Dorin. "English phonetics and phonology: Meaning is the limit." Civitas 9, no. 2 (2019): 194–200. http://dx.doi.org/10.5937/civitas1902194x.

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Bauer, Laurie. "Notes on New Zealand English Phonetics and Phonology." English World-Wide 7, no. 2 (1986): 225–58. http://dx.doi.org/10.1075/eww.7.2.04bau.

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45

Boberg, Charles. "Ethnic patterns in the phonetics of Montreal English." Journal of Sociolinguistics 8, no. 4 (2004): 538–68. http://dx.doi.org/10.1111/j.1467-9841.2004.00273.x.

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Al -Zubaidi, Assist Instructor Rasha Tareq Awad, and Instructor: Sinan Ameer Yousif. "The Impact of phonetic Cues in Connected Speech." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 59, no. 4 (2020): 33–42. http://dx.doi.org/10.36473/ujhss.v59i4.1204.

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The present study is an attempt to shed light on the term 'juncture' in the English Language. The study is theoretically and practically oriented. The problem lies in the fact that Iraq EFL college students may face difficulty in their recognition in continuous speech, the sequences of words uttered without conventional spaces between them. The listener in general and EFL college students in particular how they are understood what the speaker said for instance, I scream and ice cream? In this study, the researcher tries to explain how the phonetics cues which help the listeners to understand the difference between the utterances that they have the same phonetic transcription and how the phonetic cues signaling the boundaries between words in connected speech .? The hypotheses of the study (1)The EFL college students can recognize the two similar utterances in connect speech when they listened to them. (2) the EFL college students are not able to recognize the two similar utterances in connected speech.  The results show that the first hypothesis is refuted, that the Iraqi EFL College students do face difficulty in discrimination of two identical phonetic transcriptions. The second hypothesis is verified that EFL college students do not aware of how to use phonetics cues. In the light of the conclusions arrived at, several pedagogical recommendations and suggestions for teaching English as a foreign language have been made

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47

Makino, Takehiko, and Rika Aoki. "English Read by Japanese Phonetic Corpus: An Interim Report." Research in Language 10, no. 1 (2012): 79–95. http://dx.doi.org/10.2478/v10015-011-0046-5.

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The primary purpose of this paper is to explain the procedure of developing the English Read by Japanese Phonetic Corpus. A series of preliminary studies (Makino 2007, 2008, 2009) made it clear that a phonetically-transcribed computerized corpus of Japanese speakers’ English speech was worth making. Because corpus studies on L2 pronunciation have been very rare, we intend to fill this gap. For the corpus building, the 1,902 sentence files in the English Read by Japanese speech database scored for their individual sounds by American English teachers trained in phonetics in Minematsu, et al. (2002b) have been chosen. The files were pre-processed with the Penn Phonetics Lab Forced Aligner to generate Praat TextGrids where target English words and phonemes were forced-aligned to the speech files. Two additional tiers (actual phones and substitutions) were added to those TextGrids, the actual phones were manually transcribed and the other tiers were aligned to that tier. Then the TextGrids were imported to ELAN, which has a much better searching functionality. So far, fewer than 10% of the files have been completed and the corpus-building is still in its initial stage. The secondary purpose of this paper is to report on some findings from the small part of the corpus that has been completed. Although it is still premature to talk of any tendency in the corpus, it is worth noting that we have found evidence of phenomena which are not readily predicted from L1 phonological transfer, such as the spirantization of voiceless plosives, which is not considered normal in the pronunciation of Japanese.

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Makarova, E. N. "CONDITIONS OF BILINGUAL PERSONALITY FORMATION AND ENGLISH SPEECH INTONING SKILLS (SURVEY RESULTS)." Bulletin of Kemerovo State University, no. 1 (April 25, 2018): 208–12. http://dx.doi.org/10.21603/2078-8975-2018-1-208-212.

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The article deals with the results of research of sociolinguistic factors’ effect on English phrasal accentuation in the reading authentic English material by Mexican subjects. It features a survey data analysis of the characteristics of the Mexican testees with different levels of English language proficiency. The survey has supplied information about their age at the beginning period of English learning process and its conditions, intensity of its usage at present and subjects’ attitude to the necessity of English phonetics acquisition. The current paper introduces some results of phonetic experiment aimed at revealing Mexican subjects’ ability to intone English speech, namely to choose nucleus in the English utterance. Mexican students’ linguistic competence is proved to be the crucial factor responsible for the correctness in identifying nucleus location. The results presented can be used to contribute to the effectiveness of the English and Spanish as a foreign language teaching as well as for improvement of survey construction in sociolinguistic studies.

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Fuchs, Susanne, and Silke Hamann. "Papers in phonetics and phonology." ZAS Papers in Linguistics 37 (January 1, 2004): 243. http://dx.doi.org/10.21248/zaspil.37.2004.243.

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Table of Contents:  T. A. Hall (Indiana University): English syllabification as the interaction of markedness constraints   Antony D. Green: Opacity in Tiberian Hebrew: Morphology, not phonology  Sabine Zerbian (ZAS Berlin): Phonological Phrases in Xhosa (Southern Bantu)  Laura J. Downing (ZAS Berlin): What African Languages Tell Us About Accent Typology  Marzena Zygis (ZAS Berlin): (Un)markedness of trills: the case of Slavic r-palatalisation  Laura J. Downing (ZAS Berlin), Al Mtenje (University of Malawi), Bernd Pompino-Marschall (Humboldt-Universitat Berlin): Prosody and Information Structure in Chichewa  T. A. Hall (Indiana University). Silke Hamann (ZAS Berlin), Marzena Zygis (ZAS Berlin): The phonetics of stop assibilation  Christian Geng (ZAS Berlin), Christine Mooshammer (Universitat Kiel): The Hungarian palatal stop: phonological considerations and phonetic data

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50

Freydina, E. "Style variation of intonation in intercultural communication and in the practice of teaching English." Язык и текст 4, no. 3 (2017): 139–43. http://dx.doi.org/10.17759/langt.2017040314.

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The article is devoted to the problems of stylistic variation of phonetic means in English oral discourse. The author gives an overview of contextual factors which influence the prosodic realisation of speech. It is demonstrated that in speech interaction the factors related to the local context (the immediate speech situation) are closely connected to the sociocultural context. The problems of phonostylistics are discussed with regard to cross-cultural communication and EFL teaching. It is argued that phonostylistics should be integrated into the course of phonetics for the students of foreign languages faculties. The author outlines some approaches to teaching the fundamentals of phonostylistics.

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