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Journal articles on the topic 'Phonetics – Study and teaching'
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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 (March 31, 2021): 197–217. http://dx.doi.org/10.23971/jefl.v11i1.2602.
Full textAbstract:
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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Shcherbatyuk, Ella E. "Russian phonetics teaching difficulties to foreign students." Neophilology, no. 17 (2019): 80–83. http://dx.doi.org/10.20310/2587-6953-2019-5-17-80-83.
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In this study we consider the important issues of work on the phonetic structure of the language at the initial stage of foreign students teaching, the actual problems of teaching Russian phonetics to foreign students, the peculiarities of development and improvement of their audiolingual skills are touched upon. We also note the necessity of possession and auditory skills, and pronunciation. It is established that in the work on the phonetic structure of the language, firstly, it is important to distinguish all the elements of speech and compare them with certain concepts, and secondly, it is necessary to implement the external design of the statement.
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Kohler, Klaus J. "The future of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (December 2000): 1–24. http://dx.doi.org/10.1017/s0025100300006629.
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This paper sets out from a global definition of phonetics as ‘the study of the spoken medium of language’ in the broadest sense, whose goal is the description, modelling and explanation of speech communication in the languages of the world. Within this overall scientific frame, three general perspectives are distinguished — ‘speech signal analysis’, ‘historical linguistics and sound change’, ‘phonetics of the languages of the world’ — under which a wide array of specific questions, including applications, e.g. in language teaching, speech therapy and speech technology, may be subsumed. The three perspectives are outlined individually and in relation to each other, also with regard to their separate historical developments in the study of language and speech. The modem integration of the three perspectives into the unified paradigm of ‘phonetic or experimental phonology’ is then illustrated with reference to recent research at some leading phonetics labs around the world. From this examination of past history and present-day state-of-the-art of what is considered to be the core paradigm for phonetic study, conclusions are drawn for future research and teaching on the basis of this paradigm. In the shaping of phonetics as a scientific discipline, a strong plea is put forward for scientific, explanatory integration rather than modular, taxonomic diversification of the subject.
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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 (July 21, 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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Haggag, Haggag Mohamed. "Teaching Phonetics Using A Mobile-Based Application in an EFL Context." European Scientific Journal, ESJ 14, no. 14 (May 31, 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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Yavuz, Fatih. "The effect of drama in the teaching of listening skills." Global Journal of Foreign Language Teaching 7, no. 4 (January 7, 2018): 132–36. http://dx.doi.org/10.18844/gjflt.v7i4.3001.
Full textAbstract:
Phonetics is the study of sounds to read letters correctly. It can also be defined as the ease of communication, if theory and practice both agree about the communicative function when learning a foreign language. Drama has been used in language teaching as a creative tool that motivates and lowers the anxiety level of the learners. This paper seeks the effectiveness of using drama in the teaching of phonetics in an EFL setting. After using drama in education in the teaching of pronunciation, the results show that students are more successful in acquiring the sound system compared with traditional teaching.
Keywords: Phonetics, EFL, ELT, drama, learning through drama.
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Kim, Olha, Stanislav Naumenko, Nataliia Rudaya, Nataliia Siekina, and Kateryna Zhukova. "TEACHING CHINESE PHONETICS TO NON-PHILOLOGY STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 450. http://dx.doi.org/10.17770/sie2020vol5.4979.
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China has been promoting the project of the “New Silk Road” (NSR) not just as a revival of the ancient trade road or a transport route between East and West. On a larger scale it is the redesigning of the entire commercial and economic model of the Middle East and Central Asia. Thus we have no time to wait until all the people involved in the project will graduate from the universities’ foreign language departments. We are well aware that we need short term language programs intended for non-philologist learners. One of the aspects that is compulsory for the beginner is the phonetics of the Chinese language. The article discusses the basic modern requirements for the content and form of teaching the phonetics of the Chinese language. The methods like synthesis, comparative analysis and literature review were used to outline the requirements for teaching phonetics of the Chinese language in short term language programs and in higher education. As a result of the study the textbook aimed at forming the correct pronunciation for beginners is introduced. While compiling the textbook the descriptive method and the method of comparison were used.
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Kirillina, Kristina P. "Regional Component in Teaching Russian as a Foreign Language (Republic Sakha (Yakutia))." Proceedings of Southern Federal University. Philology 2021, no. 1 (March 30, 2021): 193–204. http://dx.doi.org/10.18522/1995-0640-2021-1-193-204.
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The regional component in teaching foreigners the Russian language is becoming increasingly important in the modern educational space. The article presents the methodology of teaching foreign students from China and South Korea to Russian phonetics using vargan, the national instrument of the Yakutia. The methodological basis of the study includes comparison, observation, study and summary of personal experience in a foreign audience. The indicated methods made it possible to prove the musical instrument vargan has a wide potential in teaching the phonetics of foreign students in the Russian language classes. It removes language difficulties, corrects the production of sounds, promotes the development of musical ear and motivation to learn the Russian language, relieve fatigue, and overcome the intercultural barrier. During the analysis of the main phonetic difficulties of students from China and South Korea, similar and distinctive features of the sound system of the native and Russian languages were highlighted, a system of training exercises was proposed that would interest students in pronunciation, practicing and correcting specific unpronounceable Russian sounds. Prospects for the study are the further use of the harbor in the classroom with students from countries such as Japan, Vietnam, India, Italy, Hungary, France, which have a similar musical instrument.
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Wang, Yan Wei, and Hai Sen Zhou. "Study on the Network-Based English Phonetics Teaching Mode for English-Major Students." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 165. http://dx.doi.org/10.3991/ijet.v14i05.8277.
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With the development of Information Technology, internet is accessible to all, especially to the students. Based on the network, English teaching is changing greatly, which is not simply with textbooks, chalk and blackboard, but with multimedia, various apps and other tools. As to study the network-based English phonetics teaching mode for English-major students, the background of the application, the steps of the network-based teaching mode and the theoretical basis are introduced firstly. By selecting college English-major students of 2017 in Anhui Institute of Information Technology as the object of the teaching experiment, the paper describes the investigation and analyzes the data, which shows that the students learning based on the network have better pronunciation in English than those learning in the traditional mode. Thus, the author suggests that teachers use the network-based teaching mode to improve the effectiveness of teaching and learning.
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Laver, John. "The nature of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (December 2000): 31–36. http://dx.doi.org/10.1017/s0025100300006642.
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In ‘The Future of Phonetics’, Klaus Kohler sets out his personal view of modern phonetics as an integrated subject. He sets his vision of the future of phonetics, seen broadly as the study of the spoken medium of language, in a historical perspective. He is concerned to argue that modern phonetics is not the juxtaposition of subjects dealing with the spoken medium, but should be considered to be an autonomous subject. His argument is both academic and political, in that he suggests that independent departments of phonetics, with their own budgets, would thereby be protected from the loss of staff, funds, research and teaching activities that he describes as happening in several cases after amalgamation with linguistics.
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Müller Pograjc, Blažka, and Jasmina Markič. "Nasal vowels and diphthongs in European Portuguese: a problem for Slovene speakers." Linguistica 57, no. 1 (December 30, 2017): 243–54. http://dx.doi.org/10.4312/linguistica.57.1.243-254.
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Portuguese, a Romance language, and Slovene, a Slavic language, are distant in the geographical, historical, cultural and linguistic senses. There are not many contrastive studies of these two languages, and even fewer in the phonetic-phonological field. The present work is limited to the study of standard European Portuguese (PE) and aims to address one of the major problems in teaching Portuguese phonetics to Slovene speakers: the correct production of Portuguese nasal vowels.After a contrastive presentation of the vowel systems of both languages, the study is limited to Portuguese nasal vowels and diphthongs, which do not exist in Slovene. The analysis of Portuguese vowels is fundamentally related to the position of the accent: stressed vowels and pretonic, postonic or final vowels. The nasal vowels are presented in smaller numbers than the oral ones and do not occur in postonic syllables, except in some diphthongs. This work presents the analysis of a practical survey carried out in Portuguese classes for Slovene students of level A at the University of Ljubljana and is focused on the production of nasal vowels by Slovene speakers. The objective is to highlight the errors produced, to look for the causes in order to improve the teaching of this aspect of the phonetics and phonology of the European Portuguese.
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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 (December 15, 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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Candra, Haryono, and Yusup Gumilar Sukma. "Chinese Initial Teaching Scheme Designed for Indonesian Beginners." RETORIKA: Jurnal Ilmu Bahasa 6, no. 1 (April 28, 2020): 7–17. http://dx.doi.org/10.22225/jr.6.1.1421.7-17.
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As a part of the primary stage of Chinese phonetic teaching, the importance of Chinese initial teaching is self-evident, as initial pronunciation errors can affect the results of communication. Therefore, when Indonesian students begin to learn Chinese phonetics, they should first master the pronunciation characteristics of Chinese initials. This study has made a deeper exploration based on previous studies. This study aims to propose an initial teaching scheme for Indonesian beginners built on sorting out. Through comparison between the consonant systems in Chinese and Indonesian languages, analysis of the difficulties of Indonesian students' acquisition of Chinese initials, and investigation of the arrangement of initials in the “Scheme of the Chinese Phonetic Alphabet”, this study has designed a Chinese initial teaching scheme for Indonesian Chinese beginners with the purpose of improving the quality of Chinese initial teaching in Indonesia. Literature integration analysis and a qualitative research method were adopted in this study. By integrating existing literature and combining them with the authors’ own research findings, the design of the initial teaching scheme is optimized. The design features of this scheme are mainly reflected in the following aspects: first, arranging Chinese initials from easy to difficult to learn; second, strengthening the teaching and practice of Chinese initials which are different from Indonesian initials and simplifying those of Chinese initials which are identical to Indonesian initials; third, using the Indonesian alphabet or syllables as a guide to bring out Chinese initials. All of these can be regarded as the main results of this study and can be used as reference for further studies.
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Sotnykov, Andrey, Tetiana Bogdanova, and Liudmyla Vasylchuk. "Bilateral Interpretation and Its Teaching Methods to Foreign Students." Arab World English Journal, no. 3 (November 15, 2020): 40–49. http://dx.doi.org/10.24093/awej/elt3.4.
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Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.
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Milojević, Nina Žavbi. "Teaching and researching stage speech (connecting theory and practice, science and art)." Journal of Education Culture and Society 7, no. 2 (September 10, 2016): 89–99. http://dx.doi.org/10.15503/jecs20162.89.99.
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The article deals with teaching and researching stage speech on the supposition that researching stage speech influences how we teach stage speech. Stage speech is an artistic speech that researchers try to study and explain in a scientific manner, i.e. with scientific terminology and methods. Modern studies of stage speech are interdisciplinary (they combine phonetics and theatre studies, literary theory and history, sociology, etc.) and no longer just studies on a stricly linguistic (phonetic) level. The article shows a model of a scientific and interdisciplinary study of stage speech and its influence on or connection to how it is taught. The teaching of stage speech, which is shown on the example of students of Stage Acting at the Academy of Theatre, Radio, Film and Television, balances between science and art as well as between theory and practice. The article demonstrates that researching stage speech influences the teaching that is also interdisciplinary, based on artistic and scientific concepts and constantly combines theory and practice.
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Mesti, Saadia. "Language Reading and Its Implications on Learners’ Pronunciation: a Case Study of a Pakistani school in Oman." Arab World English Journal, no. 2 (January 15, 2021): 111–19. http://dx.doi.org/10.24093/awej/mec2.8.
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Pakistani schools in Sultanate of Oman use the whole word approach in the practices of English language reading instructions and lack phonetics’ knowledge of. Regardless, whether the approach is practical or not, teaching reading skills through these practices at an early age is questionable. This paper will focus on observation and evaluation as research tools, and will concentrate on a phonetics and a phonological analysis of a first -grade learner as a case study. The learner’s reading of a text is compared with the reading of a native speaker. The focus of the paper is on two main characteristics of pronunciation; segmental and super-segmental. The analysis demonstrates a significant variation in speech sounds of the learner. The training opportunities in spoken language and reading skills for the teachers may fix the problem.
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Zulharby, Puti, Yumna Rasyid, and Nuruddin Nuruddin. "The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 2 (December 9, 2019): 194–213. http://dx.doi.org/10.24042/albayan.v11i2.5175.
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Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.
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Brekelmans, Gwen. "The value of phonetics and pronunciation teaching for advanced learners of English." Linguistica 57, no. 1 (December 30, 2017): 45–58. http://dx.doi.org/10.4312/linguistica.57.1.45-58.
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Pronunciation is an essential part of acquiring a second language, but far too often little time is spent on teaching it (Kelly 1969). It seems as if it is generally thought that pronunciation is something that will develop on its own, yet learners are still assumed to maintain a certain level. This paper investigates the effects of explicit pronunciation and phonetics teaching on the English speech production of advanced Dutch learners of English. The pronunciation of advanced university learners was investigated at several points over a period of three years, halfway during which their pronunciation teaching was stopped. The effect this termination had on their speech production was investigated, as well as any task-specific differences in read versus spontaneous speech. Also studied was the potential influence of studying abroad and taking English-taught courses. Overall, this study shows that explicit teaching has a clear effect on the pronunciation of the learners. Some features of pronunciation turn out to be more robust than others, and the task type has an unmistakeable influence on the native-like quality of the learners’ pronunciation, while there was only a minor effect of general exposure to English. Altogether, the value of explicit phonetics and pronunciation teaching turns out to be quite high for advanced second language learners, and once they acquire a certain level they are able to maintain a stable accent.
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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 (February 5, 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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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.
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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.
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Ibara, Yvon-Pierre Ndongo, Roland Giscard Ondze Otouba, and Jules Bianchiny Ossere Mounguellet. "Teaching English Compound Noun Stress." English Language Teaching 12, no. 3 (January 23, 2019): 46. http://dx.doi.org/10.5539/elt.v12n3p46.
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The aim of this research paper is to scrutinize the teaching of English pronunciation based on English compound noun stress at secondary school. In fact, the teaching of compound noun stress has not been highlighted by previous scholars. In addition, teaching strategies based on this item have not been taken into account by INRAP and E.N.S in the course of phonetics and phonology. As a result, no teacher is able to teach compound noun stress and no learner is able to practice this language item. Therefore, our practical suggestions are made of teaching and learning strategies, a set of exercises and a sample of a teaching card to encourage teachers to deal with compound noun stress. This study is an attempt to show the parallel between the techniques of teaching of reading and that of compound noun stress.
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Abdullaeva, Nasiba Xakimboyevna. "On The Principles And Methods Of Learning Writing In A Foreign Language (On The Example Of The Korean Language)." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 299–306. http://dx.doi.org/10.37547/tajssei/volume03issue04-44.
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Currently, teaching foreign languages is becoming relevant in connection with the introduction of new pedagogical. The student is faced with a number of facts related to the field of vocabulary, grammar, phonetics, and stylistics. In addition, simultaneously with the study of the language, one must also study the culture of its people - get acquainted with history, literature, economics, geography, everyday life, traditions, etc. The aim of this study is to explore innovative methods and techniques in teaching writing in Korean, and to determine the importance of learning Korean and writing literacy. The article reveals the features of teaching writing, namely active, passive and interactive methods and their application in the classroom in the Korean language.
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Estebas-Vilaplana, Eva. "The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models." Linguistica 57, no. 1 (December 30, 2017): 73–91. http://dx.doi.org/10.4312/linguistica.57.1.73-91.
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The teaching of intonation to learners of a second language (L2) tends to be an arduous and often neglected task even in specialized phonetic classes. This difficulty generally increases in a distance learning environment where students have to approach prosodic issues in an autonomous way. This paper tests the advantages and disadvantages of using a new model to teach English intonation to Spanish speakers in a self-tuition context, called TL_ToBI (Teaching and Learning ToBI), and compares the benefits of this proposal with the traditional methodologies. Two groups of Spanish students of English phonetics in a distance learning environment took part in this study. Each group was trained with a different methodology: 1) the British School of intonation and 2) TL_ToBI, which involves an adaptation of the ToBI conventions for teaching purposes. The intonation of four sentence types was assessed: declarative, yes-no question, wh-question, and imperative, produced both with neutral and marked readings. The results showed that those speakers trained with TL_ToBI produced more native-like intonation patterns than those instructed with the other model. These findings suggest that a system based on tonal targets and their association to the metrical structure has more benefits for the acquisition of the L2 prosody in a distance learning setting.
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Linn, Andrew R. "The Birth of Applied Linguistics." Historiographia Linguistica 35, no. 3 (August 4, 2008): 342–84. http://dx.doi.org/10.1075/hl.35.3.04lin.
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Summary The major claim of this article is that there is an independent and clearly defined chapter in the development of linguistics, beginning in the 1880s, which represents the birth of modern applied linguistics, and which has been overlooked in linguistic historiography because of the comparative marginalisation of applied linguistics in the literature. This is the Anglo-Scandinavian School, a phrase its members used to describe themselves. Pioneers within phonetics, these linguists applied their phonetic knowledge to a range of ‘real world’ language issues, notably language-teaching reform, orthographic reform, language planning, and the study of the spoken language. As well as presenting the ideas of the Anglo-Scandinavian School and how they were developed, this article interrogates the notion of a school in intellectual history and proposes that it may in fact be more fruitful to view intellectual history in terms of discourse communities.
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Yao, Junming. "F 0 declination of intonation groups in Spanish and in Mandarin Chinese." Prosodic Issues in Language Contact Situations 16, no. 3 (December 31, 2019): 523–42. http://dx.doi.org/10.1075/sic.00049.yao.
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Abstract Mandarin Chinese and Spanish are the first two languages in the world by number of speakers. The interaction between speakers and thus between the two languages increases day by day. There are more and more Chinese students who study Spanish and Spanish students who study Chinese. At the same time, difficulties arise from the teaching-learning process, particularly with regard to phonetics, and more specifically the intonation, as they are two typologically-different languages. However, there exist very few comparative studies between them. This article seeks to explore the global declination of intonation groups in Spanish and Mandarin Chinese and we found similarities and differences between these two languages. To do this, we created a corpus of 278 isolated and unmarked sentences and 140 neutral paragraphs in Mandarin Chinese (totally 651 sentences), while in Spanish we used data from previous studies. The corpus was recorded by nine native speakers, three men and six women. We approached this study from a phonetic point of view and used the Garrido model (Garrido 1996, 2001, 2010) to compare the declination effect on the two languages according to different factors such as sentence type, the position of the intonation group within the utterance and length of the group. We also proposed for future study some possible methods for teaching Chinese and Spanish intonation as a second language.
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Jokanovic-Mihajlov, Jelica. "Phonetics, phonology and prosody of the Serbian language - current state and development prospects." Juznoslovenski filolog 73, no. 3-4 (2017): 207–28. http://dx.doi.org/10.2298/jfi1704207j.
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The three standard aspects of research into the phonetic matter - articulatory, acoustic, and phonological - gained unequal interest among the researchers of the Serbian language. The paper surveys the thoroughness of examination of these questions and points out the remaining lacunae which are to be filled by future work. The state of the contemporary phonetic and prosodic scientific literature is being analysed, as well as the contemporary place of these disciplines within Serbian science, the state of the didactic literature and the state of the practice of teaching phonetic disciplines in universities. Attention has also been paid to the ongoing issues of adherence to the speech norm and its study.
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Abrejo, Barira, Shabana Sartaj, and Sadia Memon. "English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh." Advances in Language and Literary Studies 10, no. 5 (October 30, 2019): 43. http://dx.doi.org/10.7575/aiac.alls.v.10n.5p.43.
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Language is a complex phenomenon whether it counts in speaking or writing. Teaching and learning English language is much demanded in today’s globalization era. The increasing need of English language learning has demanded English language teaching around the globe. Therefore, the demand for language learning needs a tremendous quality in language teaching materials and resources. In current years, language learning has been perceived from a special perspective; it can be viewed as the communication between users and the learner of the language. The aim of the study is to determine the factors that deter teachers to implement communicative approach in their teaching. Researchers and practitioners have considered communicative competence as an ideal teaching approach (Berns, 1990). However, public sector colleges in Pakistan rely on Grammar Translation Method (GTM). Though students have good understanding of the language skills such as vocabulary, grammar and reading but research still have shown low proficiency when their speaking skills are tested. Therefore, in order to overcome this default in language proficiency, many teachers are supposed to adopt communicative language teaching methodology in their teaching. The study findings shed light on the factors which always deter teachers in the implementation of CLT and it is believed by the teachers that CLT should be followed at public sector colleges since it is one of the most effective methods of language teaching and learning. English language teaching and learning can be learnt meaningfully, if the aspects like phonetics, phonology, morphology, syntax and semantics will be instilled or implemented properly.
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Sinichkina, Anastasia, Lilya Faizrahmanova, and Rezeda Muhtarova. "Linguocultural approach as means of managing learning strategies when teaching a foreign language." SHS Web of Conferences 97 (2021): 01041. http://dx.doi.org/10.1051/shsconf/20219701041.
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The article deals with the survey conducted upon the basis of the Pedagogical University with the students learning English as a foreign language. The study is aimed at finding the correlation between applying the linguocultural approach and improving students’ leaning strategies implication. Thus, the study defined the positive impact of the linguocultural approach upon the frequency of learning strategies usage by the students. The study deals with such types of learning strategies as common, metacognitive, affective, and social strategies implemented by the students learning English grammar and phonetics. The authors of the article used a questionnaire method to assert the fact that linguocultural approach has positive impact upon the development of the students’ learning strategies depending upon their gender and national peculiarities.
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Ozbal, Bayram. "A book written in the 19th century to teach Turkish to German speakers: Praktisches Handbuch der osmanisch-tuerkischen Sprache." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 85–94. http://dx.doi.org/10.18844/cjes.v15i1.4584.
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This study aims to analyse the book Praktisches Handbuch der osmanisch-tuerkischen Sprache written by Adolf Wahrmund to teach Turkish to German speakers in terms of teaching Turkish as a foreign language. The first edition of the work was published in Giessen, Germany in 1869 by J. Ricker’sche Buchhandlung publishing house. The themes were created by analysing the data obtained from the study through content analysis. The work was examined under the theme headings, such as target audience, phonetics, grammar teaching, reading passages, speaking teaching, vocabulary teaching, exercises and cultural transfer. The themes first were defined and then they were exemplified and interpreted. The results of the study indicate that many skills (reading, speaking, vocabulary, grammar and pronunciation) were included, cultural transfer (formulaic expressions, idioms, proverbs, Nasreddin Hodja jokes, etc.) was emphasised and authentic materials (newspaper articles, letters of agreement, stories, etc.) were used in teaching Turkish as a foreign language in the work.
Keywords: Adolf Wahrmund, Praktisches Handbuch der osmanisch-tuerkischen Sprache, teaching Turkish as a foreign language, Turkish for Germans and German speakers.
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Kindras, Iryna. "SELECTION OF LANGUAGE AND SPEECH MATERIAL FOR TEACHING FUTURE PHILOLOGISTS OF ORAL TURKISH MONOLOGICAL STATEMENTS ON THE ELEMENTARY LEVEL." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 23–28. http://dx.doi.org/10.17721/2415-3699.2018.7.06.
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The article investigates of language and speech material for teaching future philologists of oral Turkish monological statements on the elementary level. In particular, the difficulties of teaching Turkish on the elementary level are analyzed, the criteria for selection of material for formation oral Turkish monological statements of students on the elementary level are proposed. Analysis of the literature on psychology showed that the quality of teaching process depends on the individual capabilities of the student and other factors that affect the teaching process. These factors include difficulties of teaching Turkish on the elementary level. According to the functional and psychological scheme of production oral monological statements the difficulties associated with the occurrence of a natural need of expression in a foreign language and the complexity of the definition of speaking and composition related to the definition of semantic content and logical sequence expression, means and methods of forming opinions and the difficulty of developing and implementing articulation program are differentiated. In addition, o the elementary level of study of Turkish language students facing the difficulties caused by the consequences interlingual interference. Interlingual interference affects basic aspects of language such as phonetics, grammar and semantics and can be a obstacle in learning a foreign language. Among the linguistic difficulties selected: phonetic (presence of phonemes that are not in native language; no equivalents of some consonants in the Ukrainian language [s]> [j]; [ğ]> yumuşak g; «law of consonants harmony (Ünsüz benzeşmesi)"; shift of emphasis), lexical (words similar in sound, adoption, use expressions that do not have equivalents; use established pair of expressions), morphological (agglutination; a special system case) and syntactic (reverse word order, punctuation rules of Turkish language different from Ukrainian). Selection lexical material should be based on the following criteria: frequency, themes and communicative value; for the selection of grammatical material defined such criteria as: frequency, the necessity and structural excellence; for the phonetic material we propose such criteria as: the degree of difficulty in mastering the phonetic phenomenon and normativity. The criteria of selection of educational texts for reading and listening are authenticity, speech excellence; availability; compliance with program requirements, age-related interests and needs of students and also the criterion of limited time of soundtracks.
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Blanco Canales, Ana. "Training and Research in Phonetics for Spanish as a Second Language with Technological Support." EuroCALL Review 21, no. 2 (September 29, 2013): 3. http://dx.doi.org/10.4995/eurocall.2013.9787.
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Foreign language acquisition must inevitably start with phonetics, an aspect of language whose importance is matched only by its neglect. Different research has shown how the systematic teaching of pronunciation is beneficial not only because it aids the comprehension of messages and their expression, but also because it diminishes the anxiety students feel when communicating orally. Furthermore, pronunciation is the first indication of social identity, with all that means for one's integration in or exclusion from a speech community. But nevertheless, phonetics practice takes a back seat in foreign language teaching programmes, in teacher training, in teaching material and, above all, in research work, and this is particularly true in the case of teaching Spanish as a second language. In order to redress this situation, researchers from nine universities have put together an oral corpus and developed a series of resources, tools and applications which can all be accessed at a website for cooperative and interactive work called Fono.ele. The corpus is the first to gather together a significant and representative number of oral recordings of learners of Spanish. It also breaks new ground in embarking on a general study of the pronunciation of Spanish/L2 in relation to social, cultural and educational factors. In addition, it makes available data regarding oral production and auditory perception. As for its applications, they enable those who may be interested (researchers and/or teachers) to handle and manage the speech extracts from the oral corpus, to carry out searches in the phonological errors data base, to obtain quantitative and statistical data, to interconnect text, sound and data, and to devise training exercises. All the foregoing can be done using our materials (that is, in collaboration with the AACFELE Project) or the user's own materials (for the preparation of new projects). Our article describes these resources, explains their features and functions, and indicates the options they offer different kinds of users.
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Łodzikowski, Kacper, and Mateusz Jekiel. "Board games for teaching English prosody to advanced EFL learners." ELT Journal 73, no. 3 (February 28, 2019): 275–85. http://dx.doi.org/10.1093/elt/ccy059.
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Abstract This exploratory study fills the gap in research on using print board games to teach English prosody to advanced EFL learners at university level. We developed three in-class print-and-play board games that accompanied three prosody-related topics in a course in English phonetics and phonology at a Polish university. For those topics, compared to topics without any board games, learners reported higher in-class engagement and obtained higher post-class quiz scores. At the end of the course, learners rated board games as equally or more useful than some of the other teaching aids. Although traditional printed worksheets were still rated as the most useful teaching aid, learners expressed their preference for using extra classroom time for playing board games instead of completing extra worksheet exercises. We hope these promising results will encourage teachers to experiment with implementing these and other board games in their advanced curricula.
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Arora, Shweta, Kavita A. Joshi, Sonymol Koshy, and Deeksha Tewari. "Application of Effective Techniques in Teaching/Learning English." English Language Teaching 10, no. 5 (April 26, 2017): 193. http://dx.doi.org/10.5539/elt.v10n5p193.
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English being a global language has become a vital element in all walks of life. The feelers of this language have left no sphere unmarked with its significance. Despite such a colossal tide for gaining command over the language it was found that the conventional pattern of teaching English language could not reap desired results. A comprehensive and analytical study of the aforesaid problem stirred researchers to work in this area. In order to enhance the communication skills of native speakers, practical implications were incorporated to theoretical principles of English Language teaching/learning. The present paper discusses the application and results of the experimental procedure of the effective techniques employed in English teaching/learning. The various techniques used in the modus operandi of enhancing the communication skills of the students were small talk conversations, SWOT analysis, phonetics, avoiding Indianism, vocabulary building through mnemonics and root words, describing and narrating visual stimulus, listening to important speeches followed by comprehension, sharing reviews after watching motivational videos/movies, peer learning and delivering effective presentations. The learning outcomes of the aforesaid activities included better reasoning, enhanced thought process, ability to concoct innovative ideas, command over language, improved communication skills, fluency etc.
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Hmaid, Fatima A., Nada I. Shetwan, and Hanan H. Eltaleb. "Authentic Audio Visual Materials in Relation to Pronunciation Development." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 17 (June 24, 2021): 53–78. http://dx.doi.org/10.36602/faj/2021.n17.13.
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The purpose of this research is to explore the perception, that is understanding based on awareness, knowledge and experiences, of teachers and students of the relationship between utilizing Authentic Audio Visual Materials (AAVMs) in the EFL classroom and pronunciation development. The total number of participants in this study is 26. The study employs the qualitative method of research and targets teachers and students who delivered/passed two specific courses, Phonetics I, II and Language Skills I, II ,III. These two courses are concerned with pronunciation teaching and development at the Faculty of Arts, Misurata University. While Phonetics targets pronunciation through linguistic knowledge, Language Skills are supposed to achieve that through listening and speaking activities. One-on-one detailed interviews, focus group interviews, open-ended questionnaires and observation sessions were the data collection instruments employed for this study. The findings of this study revealed that teachers and students have distinct perceptions of the relationship between utilizing AAVMs in the EFL classroom and pronunciation development. It was additionally attested that the lack of feedback and correction of pronunciation mistakes can have negative consequences on pronunciation development in the EFL classroom whereas providing students with feedback can have positive impacts on the pronunciation improvement process.
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Assasaki, Bayu Islam, I. Wayan Pastika, and I. Nyoman Suparwa. "PEMANFAATAN FONETIK ARTIKULATORIS UNTUK PENINGKATAN KEMAMPUAN PELAFALAN BAHASA SASAK ANAK DOWN SYNDROME RINGAN DI LOMBOK TIMUR." Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 25, no. 2 (September 30, 2019): 89. http://dx.doi.org/10.24843/ling.2018.v25.i02.p01.
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This research was aimed to improve Sasak pronunciation skill for mild down syndrome children in East Lombok through the use of articulatory phonetic with intensive teaching method.
This study applied a classroom action research design which applies four steps namely planning, action, observation, and reflection. This research was conducted into one cycle by applying those four steps action research design. Analyzing data was done by describing the result of qualitative and quantitative data. The result of data analysis is presented into table and chart as well as is described into narrative sentences.
In this research the improvement of students’ pronunciation skill in speaking Sasak language were proven by the result of qualitative data, such as the result of test, observation, taking note and also documentation. The use of articulatory phonetics has successfully improved the students’ pronunciation skill especially in pronouncing vowel sound, consonant sound and pronouncing word or phrase. The improvement of students’ speaking skill were also proven by the improvement of mean score between pretest, cycle I posttest and cycle II posttest. The mean score showed that the improvement from 54,40 % on pretest to 68,62 % and finally became 76,75 % on cycle II
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O'Leary, Maura, and Richard Stockwell. "Skills-Based Grading: A novel approach to teaching formal semantics." Proceedings of the Linguistic Society of America 6, no. 1 (March 20, 2021): 869. http://dx.doi.org/10.3765/plsa.v6i1.5025.
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This paper reports an implementation of ‘Skills-Based Grading’ (SBG) in a formal semantics course. In traditional grading, every part of every assignment contributes to the final grade. Students are required to progress along a uniform timeline, with partial credit as a safety net. In SBG, by contrast, the course is composed of skills. Students are given multiple opportunities to demonstrate mastery in each skill, but full proficiency is required to gain credit. Zuraw et al. (2019) pioneered the use of SBG in linguistics for phonetics and phonology. SBG is known to work well for skills that require algorithmic approaches to arrive at inarguably correct answers. In applying SBG to semantics, we show that it is just as effective for more abstract and philosophical skills. Based on survey and grade data, we substantiate claims that SBG improves student learning, encourages more effective study, lowers student stress, and achieves more equitable outcomes. Since this paper reports our first use of SBG, we conclude with some reflections on improvements for the future.
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Yishake, Caifuding, Mariya Mayituohuo, Aasma Saleem, and Xie Lili. "Difficulties and Countermeasures of Han Nationality Students in Learning Kyrgyz Phonetics and Letters." International Journal of Linguistics, Literature and Translation 3, no. 10 (October 30, 2020): 01–06. http://dx.doi.org/10.32996/ijllt.2020.3.10.1.
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Language is important for everyone and plays a vital role in the educational and cultural development of a nation. Learning and teaching of any language is a difficult and technical job in every society. The correct pronunciation is the most basic condition to learn a language. Han students face many difficulties to learn the Kyrgyz language. This study will discuss the problems and possible solutions of Han student’s difficulty to learn the Kyrgyz language. When the pronunciation is suffixed with the vowel [ы] in the consonant, it is a common problem for Han students to learn the Kyrgyz pronunciation of it. Because some students have confused and mixed the phenomenon of phonetic pronunciation in Chinese Pinyin and Kyrgyz. To understand the Kyrgyz pronunciation and knowing the pronunciation skills is difficult, which is based on the accurately grasping of the pronunciation part to understand that there are two pronunciation variants of certain letters in the Kyrgyz language. Applying imitative, replacement, and other practical and effective methods to repeat the pronunciation and for more accurate practice are the good solution for Han student's problems to learn the Kyrgyz language. The teacher should promptly correct the student’s pronunciation errors and at the same time strengthens the student's "three more training" method after class. This study can effectively and universally solve the pronunciation problems of Han students. Moreover, this study will help them to learn Kyrgyz phoneme and letters more easily than other methods.
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Mykhailivna Bogush, Alla, Tetiana Mykhailivna Korolova, and Oleksandra Volodymyrivna Popova. "A Comparative Analysis of English and Chinese Reading: Phonetics, Vocabulary and Grammar." Arab World English Journal, no. 3 (November 15, 2020): 255–81. http://dx.doi.org/10.24093/awej/elt3.22.
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The article covers the issues related to the development of reading skills of the students majoring/minoring in English and Chinese (as non-native languages). In the backdrop of linguistic differences between English and Chinese, this action research was conducted to investigate the components of the reading skills, which are to be developed within the Bachelor programs. The primary purpose of the article is to analyze the methodological background for teaching Ukrainian students to perceive information from authentic texts. The methods of induction and deduction enabled us to analyze and generalize the theoretical bases for the investigated topic, to systemize the results of the study (the reading tactics and strategies, classification of reading activities). The study was based on focused observation using the register as a tool for data collecting for two semesters each in three groups of third-year students at Ushynsky University. The total sample size was 54. The article presents an analysis of difficulties in reading English and Chinese texts: 1) phonological level – differences in sound pronunciation (English: /T/, /D/ /w/, /N/, /x/, etc.; Chinese: the alveolo-palatal consonants j, q, x; affricates zh, z; consonant r, etc.), the phonetic phenomena (English: nasal plosion, lateral plosion, loss of plosion, assimilation, reduction/elision, etc.; Chinese: tone, erization); 2) lexical level – conversion (in English) and transposition (in Chinese), homonymy, polysemy; 3) grammatical level – the division of lexicon into parts of speech, different word order in English and Chinese sentences, (non)segmentation of English and Chinese syntagms/clauses/compound sentences, use of tenses, etc. The article contains some recommendations for English and Chinese reading classrooms.
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Zhu, Yu Fu, and Jing Jing Wan. "Comparative Study of the Russian Language Phonetics and Shandong Chinese Dialect in the Methodological Aspect of Teaching Russian as a Foreign Language." Tyumen State University Herald. Humanities Research. Humanitates 2, no. 2 (2016): 24–34. http://dx.doi.org/10.21684/2411-197x-2016-2-2-24-34.
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Liu, Xinzhu. "A Study of English Phonetic Teaching Strategies From the Perspective of Embodied Cognition." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 556–60. http://dx.doi.org/10.17507/tpls.1105.14.
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The mastery of language is inseparable from obtaining phonetic knowledge, and forming correct pronunciation is one of the necessary conditions for learning languages. Good English pronunciation can promote the learning of listening and speaking. English phonetic knowledge is so abstract to grasp that in primary schools, combining the characteristics of children’s cognitive development, English teachers should mobilize students’ body and mind to learn together, and construct embodied teaching situation to guide students to form standardized pronunciation gradually through the process of interaction between their body and environment. So that students will lay a solid phonetic foundation for their oral communication in the future, and the comprehensive development of their comprehensive English quality will be promoted.
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K. Kuzmina, Elena, Valentina N. Vassilie, Gulnara I. Galeeva, and Cécile Leblanc. "Peculiarities of «Techno-R» Technology During Teaching French Language Grammarian Skills." International Journal of Engineering & Technology 7, no. 4.7 (September 27, 2018): 82. http://dx.doi.org/10.14419/ijet.v7i4.7.20389.
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The article describes the methodological basis of "Techno-R" technology, its substantive and procedural aspects. In the content aspect the technology "Techno-R" consists of eight blocks designed to develop the communicative competence of trainees. The communicative language competence consists of four blocks - vocabulary, grammar, phonetics, spelling, and speech is also represented by four blocks - speaking, listening, reading and writing. Each block has its own peculiarities in the content aspect, but the procedural aspect of the technology is one for all blocks. The technology includes the setting of an educational task, an indicative basis for speech actions, task performance training, carrying out control actions and competence level determination that is being developed. The authors set out an experimental study to teach grammatical skills of French language on the basis of the technology being developed. Empirically obtained data, subjected to statistical processing on the basis of Student's t criterion, demonstrate the value of T criterion > 3.3, which indicates the reliability of the conclusions about Techno-R technology effectiveness. In the article the authors made conclusions about the peculiarities of the abovementioned technology, its correctional nature, the combination with the known pedagogical technologies, the availability of language problems, creating the conditions for the transfer of grammatical skills and the production of student self-esteem in language competence development that stimulates the motivation of learning.
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Marchenko, Nataliia Viktorivna, Halyna I. Yuzkiv, Iryna M. Ivanenko, Olena M. Khomova, and Kateryna M. Yanchytska. "Electronic Educational Resources for Teaching Ukrainian as a Second Language." International Journal of Higher Education 10, no. 3 (February 4, 2021): 234. http://dx.doi.org/10.5430/ijhe.v10n3p234.
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The article analyzes the effective electronic resources used in teaching Ukrainian as a second language. The authors highlight informational, educational, and controlling resources. Using electronic resources in the Ukrainian language teaching and learning process facilitates the development of an active vocabulary and critical thinking of the international students, lexical and linguistic competence, intensive study of phonetics, spelling, grammatical features of the language, and the diversity of the educational process. The significant effect of these resources in learning a foreign language is related to digitization and how it has affected the modern young generation, who cannot imagine their lives without varieties of gadgets. Mobile applications, which can be downloaded to any device, are designed for students to learn the lexical minimum, develop the correct pronunciation, improve their spelling and vocabulary, and practice making sentences. At the same time, the use of electronic resources when studying Ukrainian as a second language requires the students to be thoroughly self-organized and motivated. They are programmed only to reproduce a certain lexical or grammatical field, have no student-teacher or student-student feedback, aimed at checking the level of knowledge assimilation at a certain stage. Electronic resources should be used, under the control of a teacher, as a simulator for mastering the lexical minimum and grammar. These resources cannot replace communicative situations and speech cases, during which students actively use vocabulary and master speech constructions, and thus acquire lexical competence.
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Unubi, Sunday Abraham. "The necessity of effective teaching of English at all levels of education in Nigeria." UAD TEFL International Conference 2 (January 16, 2021): 1. http://dx.doi.org/10.12928/utic.v2.5729.2019.
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Since language is dynamic, and teaching is a dynamic tool of instructing and training someone (the learner) for desired change in their lives, behaviors, experiences, and statuses, it also requires a dynamic and an experienced mind to carry it out. In its methodology, the study adopted both the primary and secondary sources of data gathering technique. Observational examination of both teachers and learners of the English language constituted the primary source while extant material dealing with the teaching and learning of English comprised the secondary data. The observation mainly bordered on phonetics and phonology, that is, how some Nigerian teachers of English realize or articulate some sounds and words of English, which in turn has impacted negatively on the learner. These sounds and words are divided into two groups – A and B, and group A is further divided into vowel and consonant sounds. We also presented the charts of the vowels and consonants of English to guide us in our analysis. The result of this investigation showed that mother tongue interference is the main factor responsible, and that teachers need to do extra work on themselves for satisfactory and positive learning outcomes on the learners, which is a direct consequence of effective teaching.
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Azarova, Inessa, Iuliia Ivanytska, Iryna Nykyforenko, and Olena Vasylchenko. "Interactive Online Teaching of Phonetic Skills: Introductory Phonetic Course." Arab World English Journal 7, no. 1 (July 15, 2021): 94–112. http://dx.doi.org/10.24093/awej/call7.7.
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This paper aims to develop a methodology for forming communication skills (specifically phonetic skills) through a virtual learning environment involving online learning platforms, online tools, and mobile applications, which determines the relevance and timeliness of the study. The authors present their experience of effective use of modern online resources and mobile applications to develop phonetic and communication skills in first-year students studying German as the first and second foreign language at the Department of German Philology at Odesa I.I. Mechnikov National University, Ukraine. According to the survey, modern digital tools and applications help students reveal interest and, more importantly, increase motivation in learning a foreign language. They enable students to keep in touch with their teachers, who provide them with feedback and support, creating the effect of social presence which is so vital in a distance learning environment. The significance of the research is to establish the background for the formation of students’ self-development and self-education skills, encourage the students to take responsibility for their learning process, and motivate their learning activities with the most effective tools and technologies that do not only complement traditional teaching methods, but also contribute to the learning process improvement and enhancement. Consequently, the research findings can apply to the development of communicative competence, which is the main goal in teaching any foreign language.
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Ostrikova, Galina, and Olesya Kolesnikova. "Features of teaching a translator special vocabulary in the modern linguistic and economic situation." E3S Web of Conferences 273 (2021): 12135. http://dx.doi.org/10.1051/e3sconf/202127312135.
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This article studies the problem of teaching translators in special vocabulary in the modern linguistic and economic situation. In our time, science is constantly developing. The rapid development of science and technology has revealed the need for training translators to pay close attention to the ability of future translators to work with terms and special vocabulary found in various fields of activity. The article also raises the question of what knowledge students should have before teaching them special vocabulary, that is, the predecessors of such special seminars should be such language disciplines as linguistics, lexicology of the German language, phonetics of the German language, etc. The research was carried out on the material of special dictionaries and scientific and technical texts, in which a large number of German and Russian term units were found. Consideration of terminological systems of subject areas of informatics and cybernetics seems to be especially relevant, since this group of terms is one of the most important parts of a complex terminology system in modern science. As a result of the study, the elements of the terminology system were combined into some thematic groups. Further, the ratio of terms and professionalisms, the shadows of their meaning, origin and use were considered.
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Hu, Fanghui. "A Study on Chinese EFL Learners’ Phonetic Obstacles to Listening Comprehension." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 404. http://dx.doi.org/10.17507/jltr.0802.25.
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Perceiving and identifying speech sounds are greatly important in listening comprehension. This paper aims to analyze Chinese EFL learners’ Phonetic Obstacles to listening comprehension in terms of individual segments, sound change in fluent speech, stress, rhythm, intonation and English varieties. Based on the analysis, suggestions are proposed about how to overcome phonetic obstacles to improve Chinese EFL learners’ ability of listening, including increasing phonetic teaching in listening, memorizing the sound form of words and designing tasks of dictation.
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Po Lan Sham, Dr Diana. "The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era." English Literature and Language Review, no. 59 (September 15, 2019): 158–63. http://dx.doi.org/10.32861/ellr.59.158.163.
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In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).
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Priyanto, Agung. "TEACHING PRONUNCIATION BY WRITING PHONETIC SYMBOLS FOR PRONUNCIATION 1 CLASS (A CASE STUDY AT THE EMINENCE ENGLISH COURSE)." Jurnal Pendidikan Bahasa Inggris Proficiency 2, no. 2 (July 29, 2020): 9. http://dx.doi.org/10.32503/proficiency.v2i2.1405.
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The aim of this study is to describe the process of teaching pronunciation by writing phonetic symbols at The Eminence English Course Pare. Those are including of: the process of teaching pronunciation by writing phonetic symbols at The Eminence, the students’ response toward the process of teaching pronunciation, and tutor solution of the problems which are faced by students. Qualitative was selected as a research approach; observation was used to collect some information about pronunciation program. The instrument used for collecting documents which is related to pronunciation program was documentation, it was kind of module book. The questionnaire was used to get students’ perception in teaching learning process at pronunciation program. The result of this study showed that the process of teaching phonetic symbols at The Eminence had been supported by syllabus and lesson plan although it was not written yet structurally, the material was taken from module book, the media is using whiteboard, speaker, and Oxford dictionary. The method which was used was direct or natural method, the technique which was applied in the class was reading aloud technique. The evaluation of this program was taken on Sunday at the second week by giving written test. From the result about the students’ perception was known that students had problems in pronunciation. It is word connection. Tutor solves this problem by giving word connection material.
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Biletska, Olena, Tetiana Kuchai, Tetiana Kravtsova, Natalya Bidyuk, Vitaliy Tretko, and Oleksandr Kuchai. "The Use of the Activity Approach in Teaching Foreign Languages in Higher Education Institutions." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 243–67. http://dx.doi.org/10.18662/rrem/13.2/420.
Full textAbstract:
The article characterizes the essence of the activity approach in the aspect of learning foreign languages. An analysis of foreign scholars’ recommendations on the implementation of the principle of activity approach to learning was made. The essence of teaching in higher educational institutions, that is to help the teacher to acquire speech competencies for learning foreign languages. The essence of the activity approach principle, which consists of integral training with the active student, is found out. The teacher acts only as a guiding partner, providing advice on the way to achieve the goal. The disadvantages of the activity approach to teaching a foreign language are highlighted: time constraints, insufficient level of students’ basic knowledge and their unwillingness to study entirely student-oriented, during which the student is given full independence in choosing a way to effectively achieve the goal. During the experimental application of the activity approach, we used exercises in teaching vocabulary, grammar, phonetics and reading foreign texts. The essence of teaching methods is revealed, that is divided into three main phases of a foreign language lesson, based on the activity approach: the initial phase, the implementation phase and the analysis phase. Based on the results of the empirical research, a training program that will help to increase the level of knowledge and skills of the respondents of the experimental group was developed, based on educational group and frontal consultation and training for both students and teachers in higher educational institutions.
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Chwesiuk, Urszula. "Insertion of vowels in English syllabic consonantal clusters pronounced by L1 Polish speakers." Open Linguistics 7, no. 1 (January 1, 2021): 331–41. http://dx.doi.org/10.1515/opli-2021-0014.
Full textAbstract:
Abstract The aim of this study was an attempt to verify whether Polish speakers of English insert a vowel in the word-final clusters containing a consonant and a syllabic /l/ or /n/ due to the L1–L2 transfer. L1 Polish speakers are mostly unaware of the existence of syllabic consonants; hence, they use the Polish phonotactics and articulate a vocalic sound before a final sonorant which is deprived of its syllabicity. This phenomenon was examined among L1 Polish speakers, 1-year students of English studies, and the recording sessions were repeated a year later. Since, over that time, they were instructed with regard to phonetics and phonology but also the overall practical language learning, the results demonstrated the occurrence of the phenomenon of vowel insertion on different levels of advanced command of English. If the vowels were inserted, their quality and length were monitored and analysed. With regard to the English system, pronouncing vowel /ə/ before a syllabic consonant is possible, yet not usual. That is why another aim of this study is to examine to what extent the vowels articulated by the subjects differ from the standard pronunciation of non-final /ə/. The quality differences between the vowels articulated in the words ending with /l/ and /n/ were examined as well as the potential influence from the difference between /l/ and /n/ on the occurrence of vowel reduction. Even though Polish phonotactics permit numerous consonantal combinations in all word positions, it proved to be challenging for L1 Polish speakers to pronounce word-final consonantal clusters containing both syllabic sonorants. This result carries practical implications for the teaching methodology of English phonetics.