Relevant bibliographies by topics / Italian language, pronunciation

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

Academic literature on the topic 'Italian language, pronunciation'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Italian language, pronunciation"

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Grošelj, Robert. "La pronuncia italiana per i giovani apprendenti sloveni: che cosa ne dicono i dizionari?" Studia Romanica Posnaniensia 47, no. 2 (June 15, 2020): 47–66. http://dx.doi.org/10.14746/strop.2020.472.004.

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The article deals with the representation of Italian pronunciation in five contemporary dictionaries for young Slovenian learners. As the use of a dictionary not only stimulates the development of lexical competence, but can also serve as a useful means for pronunciation learning, the article investigates five categories representing phonetic-phonological features in a dictionary: introduction to phonetics/phonology (e.g. a pronunciation guide), phonetic transcription, phonemes, consonant length and accent. The representation of these features in a dictionary for young learners should be clear and coherent, and in some cases a dictionary (especially a dictionary intended for the youngest users) should also featureaudio pronunciations. The five dictionaries analysed are fragmentary with regard to the pronunciation: only one dictionary includes audio recordings (although the relation between the spelling and the pronunciation remains unclear, as it does not include a pronunciation guide); two dictionaries include deficient phonological transcriptions and incomplete pronunciation guides; one dictionary contains only the Italian alphabet with corresponding phonemes, while another dictionary is without any elements that could familiarize a Slovenian learner with Italian pronunciation.
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Saladino, Rosa. "Language shift in standard Italian and dialect: A case study." Language Variation and Change 2, no. 1 (March 1990): 57–70. http://dx.doi.org/10.1017/s0954394500000260.

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Nowacka, Marta. "Questionnaire-Based Pronunciation Studies: Italian, Spanish and Polish Students’ Views on their English Pronunciation." Research in Language 10, no. 1 (March 30, 2012): 43–61. http://dx.doi.org/10.2478/v10015-011-0048-3.

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This article is an attempt to review the most recent phonetic literature on the application of questionnaires in phonetic studies. In detail, we review the scope of pronunciation questionnaire-based surveys with respect to Polish and non-Polish students of English. In addition, this paper aims to examine European students’ beliefs and attitudes towards their own English pronunciation and is also intended to provide some arguments for or against the use of foreign-accented rather than native models of pronunciation in phonetic instruction. The data come from three groups of informants, namely: Italian, Spanish and Polish students of English. With respect to foreign, non-Polish respondents, the study was conducted at the University of Salento in Italy and the University in Vigo, Spain within the framework of the Erasmus Teacher Mobility Programme in two consecutive academic years: i.e. 2010/2011 and 2011/2012. As regards Polish respondents, our research involved subjects from six different tertiary schools, i.e. five universities and one college, located in various parts of Poland. On balance, the results of our study give an insight into the phonetic preferences of adult European advanced students of English with reference to the importance of good native-like pronunciation, the aims of pronunciation study, factors contributing to phonetic progress and their self-study pronunciation learning strategies. Our findings point to the fact that students of English wish to speak with good pronunciation, set a high native-like standard for themselves, report having benefited from their phonetic instruction and exposure to native English and that they work on their pronunciation by means of various, mostly cognitive, strategies. Rather than casting new light on teaching pronunciation, the outcome of this study is consistent with the findings of other research on foreign students’ choice of preferred pronunciation model, which is undeniably native rather than foreign-accented.
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Sangidkhorloo, Bulgantamir, Purevsuren Bazarjav, Bat-Uchral Ganzorig, and Oyu-Erdene Lkhagvasuren. "Acoustic Study on the Pronunciation of Vowel Sounds in Spanish, Italian, and French Languages by Mongolian Learner." Mongolian Journal of Applied Linguistics 8, no. 1 (December 15, 2023): 98–115. http://dx.doi.org/10.5564/mjal.v8i1.3440.

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This article presents the results of the experimental phonetic study on the pronunciation of vowel sounds in Spanish, Italian and French languages of Mongolian students from the A1 level program at the National University of Mongolia. The study responded to the researchers’ concern to find out which the pronunciation of the vowel sounds of the tree foreign languages by Mongolian students was measured and analyzed using the Praat program. The results of the quantitative research were compared with the standard pronunciation parameters of the native speakers of the respective languages. The results of the study show that the phonetic characteristics of the learner’s mother tongue influence the way of pronunciation of a foreign language. The study shows that practice focused on the phonetic characteristics of the foreign language needed, taking into account the language learning habits and the characteristics of the student’s articulation activities in order to obtain the correct way of pronunciation of sounds of foreign languages. Therefore, it is important not to neglect phonetic content in the teaching methods and materials, and there is a need to increase phonetics and pronunciation exercises in seminars and practice classes. Монгол суралцагчдын испани, итали, франц хэлний эгшиг авианы дуудлагын туршилт судалгаа Хураангуй: МУИС-ийн гадаад хэлний хөтөлбөрийн испани, итали, франц хэлийг А1 түвшинд сурч буй 60 монгол суралцагчийн эгшиг авианы дуудлагын туршилт авиа зүйн судалгааны үр дүнг энэ өгүүлэлд тусгав. Монгол суралцагч гадаад хэлний авиаг хэрхэн дуудаж байгааг Праат программ ашиглан тодорхойлж, тоон судалгааны үр дүнг эх хэлтний жишиг дуудлагын үзүүлэлттэй харьцуулж, дүн шинжилгээ хийв. Судалгааны үр дүн эх хэлтний жишиг дуудлагын үзүүлэлтээс зөрүүтэй байгаа нь суралцагчдын төрөлх хэлний авианы өгүүлүүрийн онцлог гадаад хэлээр зөв дуудахад нөлөөлдөг нь батлагдсан. Судалгааны үр дүн гадаад хэлний зөв дуудлагыг хэвшүүлэхийн тулд авиа зүйн онцлог шинж, тухайн суралцагчийн хэл сурах дадал, өгүүлүүрийн онцлогийг харгалзан нэмэлт дадлага хийлгэх хэрэгцээ байгааг харуулж байна. Тиймээс гадаад хэл сурах, сургах арга зүй, сургалтын хэрэглэгдэхүүнд авиа зүйн агуулгыг орхигдуулахгүй байх нь чухал бөгөөд семинар, дадлагын хичээлээр хийх авиа, дуудлагын дасгалыг нэмэгдүүлэх шаардлагатай байна. Түлхүүр үг: авиа зүй, туршилтын арга, дуудлага, эгшиг авиа, монгол, испани, итали, франц.
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MENZEL, WOLFGANG, DANIEL HERRON, RACHEL MORTON, DARIO PEZZOTTA, PATRIZIA BONAVENTURA, and PETER HOWARTH. "Interactive pronunciation training." ReCALL 13, no. 1 (May 2001): 67–78. http://dx.doi.org/10.1017/s0958344001000714.

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Improving the feedback quality of a computer-based system for pronunciation training requires rather detailed and precise knowledge about the place and the nature of actual mispronunciations in a student’s utterance. To be able to provide this kind of information, components for the automatic localisation and correction of pronunciation errors have been developed. This work was part of a project aimed at integrating state-of-the-art speech recognition technology into a pronunciation training environment for adult, intermediate level learners. Although the technologies described here are in principle valid for any language pairs, the current system focuses on Italian and German learners of English.
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Rossi, Martina, Chiara Meluzzi, and José María Lahoz-Bengochea. "Phonetic variation in Italian L2: An acoustic analysis of sibilant fricatives in the speech of L1 Spanish learners." Journal of Experimental Phonetics 32 (June 7, 2023): 67–86. http://dx.doi.org/10.1344/efe-2023-32-67-86.

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The present study investigates the acoustic features of Italian sibilant fricatives (/s/, /z/ and /ʃ/) in the speech of L1 Spanish learners. Segmental duration, degree of voicing and place of articulation of learners’ productions are analysed alongside those of a control group of L1 Italian speakers to investigate the fine-grained phonetic differences between native and non-native pronunciation. Results from a quantitative analysis suggest that factors such as the degree of typological markedness of the phoneme and the influence of the L1 in perception and production affect L2 pronunciation to a different extent for each of the target sounds.
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Rossi, Martina, Chiara Meluzzi, and José María Lahoz-Bengoechea. "Phonetic variation in Italian L2: An acoustic analysis of sibilant fricatives in the speech of L1 Spanish learners." Estudios de Fonética Experimental 32 (July 13, 2023): 61–80. http://dx.doi.org/10.1344/efe-2023-32-61-80.

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The present study investigates the acoustic features of Italian sibilant fricatives (/s/, /z/ and /ʃ/) in the speech of L1 Spanish learners. Segmental duration, degree of voicing and place of articulation of learners’ productions are analysed alongside those of a control group of L1 Italian speakers to investigate the fine-grained phonetic differences between native and non-native pronunciation. Results from a quantitative analysis suggest that factors such as the degree of typological markedness of the phoneme and the influence of the L1 in perception and production affect L2 pronunciation to a different extent for each of the target sounds.
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Brecelj, Kaja Katarina. "Difficulties of Pronunciation of Slovenian Speakers in Learning Italian Language." Journal for Foreign Languages 5, no. 1-2 (January 16, 2014): 183. http://dx.doi.org/10.4312/vestnik.5.183-199.

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Hinton, Martin. "The Bold and the Beautiful: How Aspects of Personality Affect Foreign Language Pronunciation." Research in Language 12, no. 3 (September 30, 2014): 217–32. http://dx.doi.org/10.2478/rela-2014-0003.

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This paper reports on a study into the inter-relationships amongst foreign language pronunciation, mimicry ability and a range of personality and attitudinal factors. It will begin with a brief review of studies into affective influences on pronunciation ability (Arnold 1999, Hu & Reiterer 2009) and research into the importance of mimicry talent (Jilka 2009; Piske, MacKay & Flege 2001). This will be followed by a short description of a pilot study carried out prior to the main experiment. In the main study, a group of Polish learners of English completed a number of mimicry tasks in three languages: Italian, Dutch and Chinese, as well as a narration task in English. Mimicry performance and English pronunciation were then assessed by native speakers and compared. Participants also completed a questionnaire concerning their feelings about the languages they were to mimic and a second questionnaire designed to detect affective factors such as language learning anxiety, as well as attitudes towards the pronunciation of Polish and English. The pilot study suggested that the perceived attractiveness of the foreign language to be mimicked did not affect the performance of most participants, and that mimicry skill was fairly constant across languages. However, those who were particularly concerned about their personal appearance showed greater fluctuation in their ability to mimic and their performance appeared to be influenced by their attitude towards the language. This is referred to by the author as the Cecily effect. That study also confirmed the results of my previous experimental work showing that mimicry skill is correlated to some degree with English language pronunciation and that both pronunciation and mimicry are negatively affected by high levels of anxiety. The main study sets out to investigate whether or not these conclusions hold true for a larger sample population and also seeks to determine the effect of confidence and willingness to take risks on scores for both foreign language pronunciation and mimicry exercises.
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BASSETTI, BENE, and NATHAN ATKINSON. "Effects of orthographic forms on pronunciation in experienced instructed second language learners." Applied Psycholinguistics 36, no. 1 (January 2015): 67–91. http://dx.doi.org/10.1017/s0142716414000435.

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ABSTRACTIn spite of burgeoning evidence that the orthographic forms (“spellings”) of second language (L2) words affect L2 learners’ pronunciation, little is known about the pronunciation of known words in experienced learners. In a series of four studies, we investigated various orthographic effects on the pronunciation of L2 English words in instructed learners with 10 years’ experience of learning English. Participants were native users of the phonologically transparent Italian writing system. Study 1 investigated the pronunciation of “silent letters,” using a word-reading task and a word-repetition task. Study 2 examined the effects of vowel spelling on vowel duration, namely, whether L2 speakers produce the same target vowel as longer when it is spelled with a vowel digraph than with a singleton letter. Study 3 explored the effects of the morphemic spelling of the past tense marker <ed> using a verb paradigm-production task. Study 4 tested whether L2 speakers produce homophonic words differently when they are spelled differently. Results confirmed that orthographic forms affect experienced instructed learners’ pronunciation of known words, albeit less so in immediate word repetition than in reading-aloud tasks.
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Dissertations / Theses on the topic "Italian language, pronunciation"

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Onzi, Maritana Luiza. "A informação fônica em obras lexicográficas: estudo da pronúncia em dicionários das línguas portuguesa e italiana." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-09122016-152414/.

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Este trabalho pretende contribuir para o estudo da Lexicografia no Brasil e abordar um assunto pouco estudado na literatura metalexicográfica: a informação fônica nos dicionários. Ainda que a principal função dos dicionários seja a de inventariar as palavras de um idioma e oferecer seu significado, é sabido que os consulentes esperam muito mais dessas obras. Além do significado, os usuários desejam encontrar nos dicionários a maior quantidade possível de esclarecimentos gramaticais. Dado que a pronúncia está entre as informações que constam nos dicionários, este trabalho tem como objetivo analisar essas indicações em dicionários monolíngues das línguas italiana e portuguesa e em dicionários bilíngues italiano/português. A pesquisa visa responder, com a metodologia empregada, as seguintes indagações: 1) qual sistema de notação é utilizado para anotar a pronúncia das entradas? 2) como a informação fônica é descrita no guia de pronúncia dos dicionários? 3) os dicionários descrevem as variações de pronúncia existentes nas línguas em estudo? Instruções de como pronunciar as palavras propiciam autonomia para que os aprendizes possam produzir oralmente as palavras. Com as análises, foi possível verificar se os dicionários em estudo conseguem fornecer ao consulente, de forma clara e satisfatória, as informações que ele busca quanto à pronúncia. Por fim, a proposta de melhorias nos sistemas adotados pelos dicionários no que tange a pronúncia tem o intuito de tornar o dicionário uma ferramenta mais útil no ensino/aprendizagem da produção oral das línguas italiana e portuguesa.
This work is intended to collaborate with the study of lexicography in Brazil as well as to address the subject yet little studied in literature metalexicography: phonic information in dictionaries. Although the main function of dictionaries is to relate a series of words from one language and also to offer its meaning it is known that the querents expect a lot more of this kind of publication. Besides the meaning, users wish to find in dictionaries as much grammatical clarification as possible. Since the pronunciation is among the information contained in the dictionaries, this work aims to analyze these indications in monolingual dictionaries of the Italian and Portuguese languages and in bilingual Italian / Portuguese dictionaries. The research primarily aims to answer, with the methodology applied, the following questions: 1) Which notation system is used to annotate the pronunciation of the entries? 2) How is phonic information described in the dictionary pronunciation guide? 3) Do the dictionaries describe the variations of pronunciation in the languages studied? The instructions on how to pronounce the words provide autonomy so the learners can produce words orally. By the conduced analysis it was possible to verify if the studied dictionaries can provide the querent with the information for pronunciation searched in a clear and satisfactory way. Finally, the proposed improvements in the systems adopted by the dictionaries in terms of pronunciation aims to make the dictionary a more useful tool in teaching-learning oral production of the Italian and Portuguese languages.
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Books on the topic "Italian language, pronunciation"

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Stevens, Mary. Phonetic investigation into raddoppiamento sintattico in Sienese Italian. Bern: Peter Lang, 2012.

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Newbold, David, and Peter Paschke. Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2.

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In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation.
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Naddeo, Ciro Massimo. I pronomi italiani: [grammatica, esercizi, giochi]. Firenze: Alma, 1999.

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May, William V. Pronunciation guide for choral literature: French, German, Hebrew, Italian, Latin, Spanish. Reston, Va: Music Educators National Conference, 1987.

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May, William V. Pronunciation guide for choral literature: French, German, Hebrew, Italian, Latin, Spanish. Reston, VA: Music Educator's National Conference, 1987.

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May, William V. Pronunciation guide for choral literature: French, German, Hebrew, Italian, Latin, Spanish. Denton: North Texas State University, 1988.

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7

Stomeo, Maria. La dizione per tutti: Avviamento alla corretta pronuncia italiana : esercizi e suggerimenti. Bari: Levante, 1991.

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Mele, Carlo. Cenno sulla diritta pronuncia italiana: Testo didattico del 1835. Napoli: Libreria Dante & Descartes, 1998.

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Amery, Heather. The first thousand words in Italian: With easy pronunciation guide. London, Eng: Usborne Publishing, 1989.

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Piai, Giorgio Dal. Padroni della parola: Fonetica, voce, gestualità, respirazione, pronuncia, dizione, sintassi, oratoria, retorica, sinonimi, rimario fonetico, locuzioni latine di uso frequente. [Trento]: Publiprint, 1992.

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Book chapters on the topic "Italian language, pronunciation"

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Schmid, Stephan. "Chapter 7: Spelling and Pronunciation in Migrant Children: The Case of Italian-Swiss German Bilinguals." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti, 184–212. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-009.

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Arrant, Estara J. "A Further Analysis of the ‘Byzantine (Italian- Levantine) Triad’ of Features in Common Torah Codices." In Semitic Languages and Cultures, 163–202. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0330.05.

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This study analyses the distinctive features of a group of eleven Torah fragments from the Taylor-Schechter collection of Cairo Genizah manuscripts, which appear to come from related regions and use the signs dagesh and shewa in three related ways to reinforce a standard of pronunciation of the biblical text. The three uses of these signs have, individually, been associated with Palestino-Tiberian vocalisation, or labelled as ‘Extended Tiberian’. I contribute a fresh analysis by contextualising the signs with each other, showing how they work together to preserve a standard form of pronunciation of the biblical text through reinforcing the syllabification when the text is read aloud. I also examine the codicological features of each of these fragments, which appear very similar to each other. I conclude that they constitute a group, and I infer what their physical and linguistic features reveal about their practical function in the reading and study of the Hebrew Bible in the medieval period.
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Loritz, Donald. "Speech Perception." In How the Brain Evolved Language, 109–22. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195118742.003.0007.

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Abstract In chapter 6 we described the nature of the speech signal and how its image is sensed and presented to the cerebrum. We noted that because no two vocal tracts are exactly alike, your pronunciation will differ subtly but certainly from my pronunciation. To express these subtle, phonetic differences, linguists invented the International Phonetic Alphabet (IPA). In the fifteenth century, the Great English Vowel Shift caused the writing system of English to deviate from continental European systems, so IPA looks more like French or Italian spelling than English. Thus, when you say beet, we might write it in IPA as [bit], and if I pronounce my [i] a little further forward in my mouth, we could capture this detail of my pronunciation in IPA as [bi+t]. The sounds of the letters of IPA correspond to phones, and the brackets tell us we are attempting to capture pronunciation phonetically, that is, as accurately as possible.
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Jamet, Marie-Christine. "Learner Profiles and Attitudes Towards Accent in the Foreign Language The Role of Language Backgrounds." In Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2/001.

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This paper is part of collaborative research investigating the attitudes of first-year university students in Italy towards foreign accents. It examines the first part of the survey which aims to define the students’ identity and language profile. The analysis focuses on the characteristics of the group which are hypothesised to correlate with students' attitudes towards foreign accents examined in the other sections of the questionnaire. Factors that could have an impact are gender, motivation for studying languages, bi-/plurilingualism, the nature of the languages studied, the language repertoire and the background of its acquisition.
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Newbold, David. "ELF ‘Awareness’: Student Attitudes Towards Accents in a Context of English as an International Language." In Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2/004.

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The term ‘ELF awareness’ has gained currency in recent years to refer to teaching and learning contexts in which the ability to communicate in an international environment, between non native speakers, is recognised as a desired outcome of the course. In this chapter we present the results of a survey administered to incoming undergraduate students of languages at Ca’ Foscari University of Venice to determine their attitudes towards non-native accents when English is used in an international context. I go on to compare the results of the same survey administered to students in two MA courses, in English language and literature, and in International Relations, to determine whether MA students are more ‘ELF aware’ than undergraduates, and whether students of International Relations have a more pragmatic, instrumentally motivated approach to ELF than their peers who are specialising in English language and literature. The findings lead to a reflection on the usefulness of an ‘ELF aware approach’ in English language courses in higher education in Italy and Europe.
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Maranzana, Stefano. "Intermediate Learner Opinions on Captioned Video Cartoons for Language Acquisition." In Emerging Concepts in Technology-Enhanced Language Teaching and Learning, 232–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8981-6.ch012.

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Second language acquisition researchers seem to agree that compared to traditional textbook-bound instruction, the use of video for pedagogical purposes provides significant enhancements in terms of context, discourse, paralinguistic features, cultural aspects, and student motivation. This study explores the use of the cartoon series Peppa Pig as a resource to enhance listening comprehension skills, vocabulary, and grammar acquisition, and to motivate students. Specifically, it enquires on how intermediate students of Italian perceive the effectiveness of the use of same-language captions while watching Italian (dubbed) children's cartoons in class. The qualitative data that were acquired throughout a 16-week semester show that greater accessibility to the videos was attained with captions on. While helping learners pick up the pronunciation of Italian words, captions also assisted them in isolating and noticing lexical elements, thus clarifying indistinct input and enabling word/phrase recall with more accuracy.
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Miller, Richard. "Early Repertoire Suggestions." In Securing Baritone, Bass-Baritone, and Bass Voices, 166–71. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195322651.003.0018.

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Abstract For most North American male singers of university or conservatory age, it is almost always most rewarding to begin voice study with literature in the native language, which generally is English. Possibilities seem endless, but should include some of the basic literature listed here. Because of the favorability of the Italian language for singing, every young baritone should early encounter a number of songs (arieantiche) in Italian. The following list contains items readily available in commercial collections. The proliferation of phonetic sounds in the French language may make it wise to delay early assignments for the native English-language speaker. However, for the singer who has some acquaintance with the rules of French pronunciation, a few excellent sources are listed here. Because the heart of the artsong literature lies in the lied, a singer should begin exploring German-language sources as early as possible.
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Calvi, Anna, Anna Motzo, and Sandra Silipo. "Designing OERs to Teach Italian Pronunciation in an Open Educational Environment: A Case Study." In Case Studies of Openness in the Language Classroom, 70–82. Research-publishing.net, 2013. http://dx.doi.org/10.14705/rpnet.2013.000111.

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Arroyo Hernández, Ignacio, and Peter Paschke. "Perceptual, Affective and Cognitive Factors of L2 Pronunciation and Foreign Accent A Survey with Italian University Students Majoring in Languages." In Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2/003.

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This contribution investigates the opinions of 372 first-year students from Ca’ Foscari University of Venice about pronunciation and foreign accent in the languages chosen as main subjects. Although a native-like accent is highly valued, students do not simply equate good and accent-free pronunciation. They are confident in assessing the pronunciation of other L2 speakers but show considerable uncertainty about self-assessment and pronunciation deficits. L2 pronunciation is mostly associated with pleasure for them. The main predictor of responses is proficiency level, followed by target languages, linguistic biography and motivation for enrolling in the course.
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Duryagin, Pavel, and Elena Dal Maso. "Students’ Attitudes Towards Foreign Accents: General Motivation, the Attainability of Native-Like Pronunciation, and Identity Issues." In Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2/002.

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The study examined attitudes of 372 first-year bachelor Italian university students towards various aspects of foreign-accented speech. The data showed that the respondents have generally positive attitudes towards pronunciation teaching, while the most divisive statements regarded the relative importance of studying L2 phonetics and the sufficiency of comprehensibility in L2 communication. Correlations between these attitudes and the students’ biographical data were discussed. The predictor that revealed significant effects most frequently was the students’ extrinsic/intrinsic motivation in choosing foreign languages as their major.
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Conference papers on the topic "Italian language, pronunciation"

1

Andreotti, Carlo, Pierpaolo Baglietto, Massimo Maresca, and Stefano Strada. "Assisted text messaging system for maritime emergency communications." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002512.

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Effective and clear communication transfers information, creates an experience in others and causes a reaction. In personal or professional relationships, effective communication is hindered by social and cultural inhomogeneities, and this is the main cause of misunderstandings.Misunderstandings in voice communication have also been identified as the main cause of accidents at sea; although English is used and recognized as an official language for maritime communications, an incorrect pronunciation or accent can cause misunderstanding or even change meaning. Therefore, it is extremely useful to adopt models, protocols and rules aimed at reducing misunderstandings as much as possible.During the years, IMO (International Maritime Organization) has developed the Standard Marine Communication Phrases (SMCP), a set of well-defined sentences, written in a very simplified English, aimed at mitigating the aforementioned problem. Past studies have shown that SMCP is not commonly used and difficulties to pronounce and understand English spoken by different nationalities remains.This paper presents an innovative communication system, developed by the University of Genoa with the collaboration of the Italian Coast Guard in the context the Maritime Interreg project ISIDE, that exploits the possibility of sending text messages through the AIS devices that boats are equipped with.Commercial vessels with a gross tonnage equal to or greater than 300 tons and all passenger ships (regardless of their size) are in fact obliged to equip themselves with the Automatic Identification System (AIS), essentially based on digital VHF radios that can transmit, in an automated and continuous manner, information such as ship name, type of ship, position, course and speed over ground, navigation conditions and other safety-related information.A user-friendly interface has been developed to assist the operator in selecting the appropriate message among those provided by the SMCP standard or alternatively to compose a personalized text, both in the beginning of a new conversation and in the reply to a previously received message. The system can be integrated in professional consoles, standard web interfaces and apps and also on wearable devices such as smart watches. The system takes care of transmitting and receiving information AIS device as the communication channel.The user interface has also been implemented in several languages (i.e., English, Italian, French…) and the received/transmitted SMCP messages are automatically translated into the native language of the operator, thus eliminating language barriers and reducing misunderstandings.The system has been tested during several SAR exercise with the support of the Italian Coast Guard and the results are presented in the full paper.In order to extend the application also to smaller leisure boats, the system will be experimented in the near future using Marine VHF devices able to transmit text messages according the RTCM 12301.1 standard proposed by the Radio Technical Commission for Maritime Services.
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Lupu, Simion Sorin. "Diction problems and their solution in Nordic lied." In International scientific conference "Valorization and preservation by digitization of the collections of academic and traditional music from the Republic of Moldova". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2023. http://dx.doi.org/10.55383/ca.02.

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The article represents a research of the problems related to the diction in the Nordic lied, determined by the peculiarities of the North Germanic and Finno-Ugric languages and their solution. Given that the musicians chosen for the present research composed on lyrics written in the Swedish, Danish, Norwegian and Finnish languages, we focused mainly on the pronunciation in these languages. Thus, the euphonic differentiation of the vowels compared to the repertoire approached so far (in Italian, French, German, English and Spanish), represents the main difficulty in performing the Nordic lied. Solving some difficulties of pronunciation, articulation, impostation, dosage or expressiveness, have proven to be of real use in approaching the repertoire in the above-mentioned languages, and the problems raised by phonetic and linguistic peculiarities of the Nordic languages have motivated the identification of arguments, solutions and sometimes novel but functional solutions.
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