Academic literature on the topic 'Pronunciation competence'
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Journal articles on the topic "Pronunciation competence"
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Boayrid, Nora F. "Cultural Competence in L2 Pronunciation Acquisition." International Journal of Linguistics 15, no. 2 (2023): 119. http://dx.doi.org/10.5296/ijl.v15i2.20870.
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This study explored the possible relationship between L2 cultural competence and pronunciation proficiency in seven advanced learners of English as a foreign language (EFL). Three methods were used in this study regarding the participants’ learning experience, pronunciation proficiency, and cultural competence. Their learning experience data were collected through unstructured interviews via WhatsApp (i.e., a smartphone application mainly used for text messaging). Pronunciation proficiency was tested using Brooks’ (1999) pronunciation test, which assesses the mastery of four main aspects: blending sounds, stress, intonation, and rhythm. Berry’s (1980) East Asian Acculturate Measure (EAAM) was used to measure their cultural competence level. The findings showed that the selected participants adapted integrative and assimilation acculturation strategies. The two strategies show high acculturation levels, indicating L2 cultural competence in Fenner’s (2000) classification of cultural exposure outcomes. The pronunciation test implied that the participants mastered English sound blending, stress, intonation, and rhythm. Considering that external factors other than acculturation were controlled, the study concluded that their high acculturation predicts their pronunciation proficiency.
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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 (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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Namozova, Dilnoza Berdimurotovna, and Munavvar Xaydarovna Rashidova. "DEVELOPMENT OF PHONETIC COMPETENCE." Innovative Development in Educational Activities 3, no. 4 (2024): 240–44. https://doi.org/10.5281/zenodo.10824923.
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<em>The article explores the features of teaching the pronunciation part of speech in the conditions of contact of three or more languages. These conditions are referred to as artificial multilingualism. The goal of teaching phonetics in artificial multilingualism, as well as in teaching the first foreign language, is to form phonetic competence, which includes specific skills (auditory and pronunciation), knowledge and skills. </em>
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Do, Minh Hung. "<span><strong>Vietnamese English-major students’ views and practices on English pronunciation</strong></span>." Dong Thap University Journal of Science 13, no. 7 (2024): 35–45. http://dx.doi.org/10.52714/dthu.13.7.2024.1336.
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English pronunciation competence is important in learning English as a foreign language. The present study aimed to provide insights into English-major students’ views and practices for this competence. To its end, the study investigated (1) relevant values of English pronunciation competence perceived by English-major students, (2) specific pronunciation errors they attend to for improvement, and (3) practices they undertake to improve this competence. For data collection, an interview survey was conducted among 16 students majoring in English from a university in Vietnam. The results reveal that all students endorsed the valued English pronunciation competence for their confidence in English communication and learning success as an English major in college. They also cited their common pronunciation errors (which stemmed from phonological discrepancies between English and Vietnamese and other relevant causes) and self-initiated practices for improvement; however, only a few students had developed effective self-improvement strategies. Accordingly, pedagogical implications are addressed and further studies are recommended to advance our understanding in this regard.
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Por, Fei Ping, and Soon Fook Fong. "Towards Transformation: The Power of Phonetic Symbols Embedded in a Multimedia Learning Management System." English Language Teaching 4, no. 1 (2011): 167. http://dx.doi.org/10.5539/elt.v4n1p167.
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The conventional way of using letter-to-sound approach to acquire English pronunciation competence is limited to simple and regular English words in elementary level. This limitation signifies the potentialities of phonetic symbols that are applicable to the pronunciation of all the words of human languages. The researchers are exploring the innovative use of phonetic symbols within the multimedia based English Pronunciation Learning Management System. The dynamic interactive learning system bears practical value to help novice users of the programme become active and independent English pronunciation learners. The learners will be expected to benefit from this innovative approach to substantially improve their pronunciation competence. The proposed Multimedia Pronunciation Learning Management System (MPLMS) marks a radical transformation of pronunciation learning.
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Namozova, Dilnoza Berdimurotovna, and Munavvar Xaydarovna Rashidova. "THE PECULIARITIES OF DEVELOPING PHONETIC COMPETENCE." Educational Research in Universal Sciences 2, no. 4 (2023): 526–29. https://doi.org/10.5281/zenodo.7904158.
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The article explores the features of teaching the pronunciation part of speech in the conditions of contact of three or more languages. These conditions are referred to as artificial multilingualism. The goal of teaching phonetics in artificial multilingualism, as well as in teaching the first foreign language, is to form phonetic competence, which includes specific skills (auditory and pronunciation), knowledge and skills.
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Pourhosein Gilakjani, Abbas, and Narjes Banou Sabouri. "Why Is English Pronunciation Ignored by EFL Teachers in Their Classes?" International Journal of English Linguistics 6, no. 6 (2016): 195. http://dx.doi.org/10.5539/ijel.v6n6p195.
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<p>Understandable pronunciation is an important part of communicative competence. Individuals who have acceptable pronunciation can easily improve their language skills better than those who have weak pronunciation. Thus, English pronunciation is very significant for successful communication. Despite the fact that English pronunciation is very important for oral communication and communicative competence, it is sometimes neglected in many language teaching programs. This study examined Iranian teachers’ views toward English pronunciation instruction. A quantitative method was used to gather data by an instrument. The researchers used a questionnaire as the instrument of this study. 100 teachers voluntarily participated in this study. Data were collected and analyzed. The findings of this paper indicated that lack of time, motivation, resources, materials, and educational facilities like computer technologies prevented teachers from teaching pronunciation and if teachers want to include pronunciation into their classes, they should be equipped with these factors that can increase their success in teaching English pronunciation.</p>
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Dy, Andrew S., and Ernil D. Sumayao. "Influence of the pre-service teachers’ language proficiency to their teaching competence." AJELP: The Asian Journal of English Language and Pedagogy 11, no. 1 (2023): 1–21. http://dx.doi.org/10.37134/ajelp.vol11.1.1.2023.
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One of the often-overlooked competencies of a global teacher in the Philippines is language proficiency. The use of English as a medium of instruction in primary education occurs in Grade 4, succeeding the mother tongue-based instruction from K1-Grade 3. This research analyzed the impact of the language proficiency of the pre-service teachers to their teaching competence. The language proficiency is divided into two categories: linguistic performance and paralinguistic features. The former is the verbal skills in communication while the latter encompasses body language, facial expression, gestures, and voice. Pre-service teachers were observed and assessed during class facilitation. Most have received an ‘Average Proficiency’ rating in linguistic performance although pronunciation rating is the lowest due to phonological features that are influenced by first language. The assessment on voice projection and their pronunciation rating proved to have significant impact to their teaching competency. The coefficients suggest that pronunciation is positively associated to teaching competency while voice factor is negatively associated to teaching competency and good pronunciation increased their teaching competency; however, voice projection negatively affects their teaching competency. Their overall experience in using English as medium of instruction proved to be helpful to them as it helped bridge the gap between them and the students. It is recommended that pre-service teachers may go through an intensive communication enhancement program to prepare themselves before they are exposed to actual practice of teaching.
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Çapar, Meral. "INVESTIGATING EFL PRE-SERVICE TEACHERS’ BELIEFS AND COMPETENCE REGARDING PRONUNCIATION TEACHING." Conhecimento & Diversidade 16, no. 44 (2024): 175–208. https://doi.org/10.18316/rcd.v16i44.12083.
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this study attempted to explore senior pre-service english teachers’ beliefs in english pronunciation instruction and their beliefs in their competence regarding english pronunciation instruction. the participants were 17 senior pre-service english teachers studying at a state university. a modified version of the questionnaire that szyszka (2016) developed was used to obtain data. while descriptive statistics were employed to analyze quantitative data, content analysis was used to analyze qualitative data. the findings revealed that most participants had positive attitudes toward pronunciation teaching and perceived themselves as adequate to teach english pronunciation. however, contrary to their beliefs, they claimed they did not have the necessary methodological knowledge to instruct english pronunciation due to their insufficient training.
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Flores, Myhlish, Trixie Javinez, Christine Joy Mirontos, et al. "Utilization of Project DICE (Dice It, Create, and Enunciate) as an Intervention in Improving the Pronunciation Competence among Grade 7 Students." Psychology and Education: A Multidisciplinary Journal 24, no. 6 (2024): 634–42. https://doi.org/10.5281/zenodo.13588160.
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This quantitative descriptive study aimed to investigate how Project DICE (DICE IT, CREATE, AND ENUNCIATE) affects pronunciation competence among Grade 7 Rose students at Baltazar Nicor Valenzuela National High School, Kapalong, Davao del Norte. It measured Strategies in Talking, Stress on Compound Words, and Strategies for Stress Intonation. Forty-four students participated by completing a survey questionnaire before and after the intervention. Before the intervention, scores were 1.89 for Strategies in Talking, 1.92 for Stress on Compound Words, and 1.90 for Strategies for Stress Intonation, with an average mean of 1.90, indicating low pronunciation competence. After the intervention, scores increased to 4.39 for Strategies in Talking, 4.40 for Stress on Compound Words, and 4.60 for Strategies for Stress Intonation, with an overall average of 4.46, indicating significant improvement. This demonstrated that Project DICE (DICE IT, CREATE, AND ENUNCIATE) effectively enhanced students’ pronunciation competence. Additionally, the study investigated the effectiveness of Project DICE (DICE IT, CREATE, AND ENUNCIATE) and gathered insights from teachers and students. Fourteen participants, including students and teachers from the same school, took part in in-depth interviews and focus group discussions. The data revealed three themes regarding the effectiveness of Project DICE (DICE IT, CREATE, AND ENUNCIATE) in developing pronunciation competence: Enhancement of Communication Skills, Increased Student Confidence, and Improved Reading Skills. Furthermore, four themes emerged from the insights shared by teachers and students: Improving Students’ Pronunciation Skills, Enhancing Reading Competence, serving as a Teacher’s Tool for Effective English Teaching, and Encouraging Dedication and Self-Motivation. These findings confirmed that Project DICE (DICE IT, CREATE, AND ENUNCIATE) significantly improved the pronunciation competence of Grade 7 Rose students.
Dissertations / Theses on the topic "Pronunciation competence"
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Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.
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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.
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Suda, Kyoko. "Developing metaphoric competence through schemata-building for English learners in Japan." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2768.
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Fujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.
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The purpose of this project is to investigate a model for developing listening comprehension competence on the part of Japanese learners of english as a foreign language, with a view toward promoting practical and communicative english competence.
4
Horani, Laura Anne. "The Effect of a Physician's Pronunciation on Nurses' Perceptions of the Physician's Medical Competency." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5215.
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Although many researchers have studied language attitudes in the last three decades, none of the studies have been conducted in the hospital setting, where there are more serious consequences for those working with patients being labeled linguistically "incompetent," as charges of incompetence in language are apt to lead to charges of incompetence in other areas of mastery as well (e.g., Ryan, 1983). This study examines the attitudes of a sample of nurses from three Portland-area hospitals towards nonnative English speaking physicians. The subjects, 156 medical-surgical nurses, listened to three anonymous audiotaped physicians who were from three different ethnic backgrounds: American, Japanese and Persian. The physicians were first all recorded reading a short patient history and giving a verbal order directed toward a nurse. This was the formal context. For the informal context, the physicians gave an impromptu response to a question regarding their future plans. The nurses rated each physician twice, once for each context, using the Speech Evaluation Instrument (SEI), a semantic differential scale using bipolar adjectives developed by Zahn and Hopper (1985). Results indicated that there was a significant positive relationship between a physician's pronunciation and a nurse's perceptions of his medical competency, as measured by the SEI, with the native English speaking physician receiving a higher rating than the two nonnative English speaking physicians. The native Japanese speaking physician, who had the strongest accent, received the lowest ratings on the SEI. There was also a significant positive relationship between the context the physician was speaking in and the ratings he received on the SEI, with the informal context receiving a higher rating for all three physicians than the formal context. If a physician's pronunciation or speech style causes nurses, not to mention patients, to evaluate him/her negatively, then one implication of this study is for the need for more pronunciation work and accent reduction exercises not only in the English as a second/foreign language classroom, but also as a continued offering for nonnative English speaking hospital personnel in teaching hospitals. Another implication relates to the need for better preparing nurses to work and communicate successfully with nonnative English speaking physicians, other hospital personnel, and patients by offering transcultural nursing classes in nursing school and making it a mandatory part of every nurse's education.
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Leite, Araújo Monique. "Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671597.
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Esta tesis es una reflexión acerca del proceso de adquisición de la lengua oral española por parte de los estudiantes universitarios brasileños en la carrera de Letras-Español. Se ha observado que la mayoría de estos estudiantes, aunque habiendo hecho cursos de idiomas o asignaturas de lengua oral, seguían con dificultades en producir un discurso oral fluido. Por ello, la investigadora ha establecido como objetivo general identificar el desarrollo de la competencia fónica de aprendices brasileños de E/LE en la enseñanza superior con base en el Enfoque Oral. Y ha determinado como objetivos específicos: (1º) Diseñar una acción didáctica basada en el Enfoque Oral; (2ª) Pilotar la acción didáctica y evaluar su eficacia e (3ª) Identificar el desarrollo de las competencias fónicas específicas de los aprendices a través de la acción didáctica.
Para lograr los objetivos que se han señalado en esta investigación, se ha elegido la investigación-acción como perspectiva metodológica. Era necesario una metodología que permitiera a la docente actuar como investigadora y de esta forma pudiera analizar concretamente el proceso de aprendizaje de sus alumnos.
Tras triangular los datos obtenidos a través de los instrumentos (el diario de clase, los cuestionarios y las grabaciones) que se han elegido para este estudio, los resultados mostraron que los estudiantes universitarios brasileños han desarrollado diversas competencias que dan forma a la competencia fónica de E/LE. Es decir, han perfeccionado la competencia perceptiva a través de distintos videos y del contraste de audios que tenían los contornos melódicos del portugués brasileño y del español peninsular; en la competencia productiva, han presentado el desarrollo de los factores lingüísticos de la pronunciación (a nivel segmental) (3,4%), de la entonación lingüística (6,7%), del ritmo (15,8%) y principalmente de la fluidez discursiva (29,4%); en la competencia interactiva han presentado una menor interferencia del portugués brasileño en las estrategias de negociación y de mediación oral, si se compara la acción didáctica con la acción piloto; en la competencia lingüística la ampliación de las unidades del código (como los fonemas, las palabras o los sintagmas) y sus relaciones internas ha ocurrido a través de los objetos utilizados como material de entrada y por medio de los productos finales que los alumnos realizaron a cada tarea; en la competencia discursiva, los alumnos han sido capaces de relacionar sintagmáticamente las unidades del código, aunque en algunos momentos hayan tenido dificultades en hacerse comprender y hayan optado por realizar traducciones para mantener su interlocución discursiva; en la competencia cultural adquisición de nuevas variantes estilísticas (melódicas, personales, fonéticas e identitarias) ha ocurrido atendiendo a los criterios de cercanía, difusión mediática y de los conocimientos de la profesora; por fin, en la competencia estratégica, los estudiantes han avanzado en su capacidad de integrar los saberes y las competencias presentes en otras competencias, pero necesitan seguir invirtiendo en su aprendizaje a fin de mejorar sus competencias interactiva y mediadora.
A través de este estudio, la profesora investigadora ha concluido que es posible identificar el grado de perfeccionamiento de la competencia fónica a través de una acción didáctica basada en el Enfoque Oral. Es cierto que esta propuesta les ha posibilitado a los estudiantes avanzar en el desarrollo de sus competencias fónicas productivas y perceptivas; y también le ha permitido a la profesora investigadora que observara los aspectos necesarios para que pueda promover el desarrollo de las competencias fónicas mediadora e interactiva de sus aprendices.<br>This thesis is a reflection about the Spanish oral language acquisition process by Brazilian undergraduate Hispanic Philology students. It has been observed that most of these students, despite having taken language courses or oral language classes, they still had difficulties speaking the language fluently. Therefore, the researcher has established as a general objective to identify the development of the phonic competence of Brazilian higher education students of Spanish as a Foreign Language based on the Oral Approach. It has been determined as specific objectives: (1st) designing a didactic action based on the oral approach; (2nd) piloting the didactic action and evaluating its effectiveness, and (3rd) identifying the development of the students’ specific phonic competence through the didactic action.
To achieve the objectives of this investigation, it was chosen the action research method. It was necessary to have a methodology that would allow the teacher to act as a researcher and in this way be able to concretely analyze the learning process of the students.
After compiling the data obtained through the instruments (class diary, questionnaires and recordings) that were chosen for this study, the results have shown that Brazilian undergraduate students have developed several skills that configure phonic competence in Spanish as a Foreign Language. In other words, they have improved their perceptual competence through different videos and the contrast of audios that had the melodic contours of the Brazilian Portuguese and the Peninsular Spanish; in productive competence, they have developed linguistic factors of pronunciation (at the segmental level) (3.4%), linguistic intonation (6.7%), rhythm (15.8%) and mainly discursive fluency (29.4%); in interactive competition they showed less interference from Brazilian Portuguese in the strategies of negotiation and oral intervention, if the didactic action is compared with the pilot action; linguistic competence the expansion of code units (such as phonemes, words or phrases) and their internal relationships has occurred through the objects used as input material and by means of the products that the students have made in each task; discursive competence, students have been able to syntagmatically relate the units of the code, although at times they have had difficulties in making themselves understood and have chosen to carry out translations to maintain their discursive interlocution; cultural competence, the acquisition of new stylistic variants (melodic, personal, phonetic and identity) has been increased in accordance with the criteria of surroundings, media diffusion and the teacher knowledge; finally, in strategic competence, the students have advanced in their ability to integrate knowledge and skills present in other competencies, but they need to continue investing in their learning in order to improve their interactive and mediating skills.
Through this study, the researcher has concluded that it is possible to identify the degree of improvement in phonic competence through a didactic action based on the Oral Approach. She believes that this proposal has made it possible for students to advance in the development of their productive and perceptive phonic competence; and it has also allowed the researcher teacher to observe the necessary aspects so that it is possible to promote the development of the students’ interactive phonic competence.
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Lee, Yu-Yun, and 李玉雲. "The Study of Junior High School Students’ Pronunciation Competence on Different Learning Systems." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/43184234405220878588.
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碩士<br>國立屏東大學<br>應用英語學系碩士班<br>103<br>Pronunciation benefits learners when learning a language and it is a key to success in communication. However, many studies reveal that pronunciation instruction has been neglected in English classrooms. Given that pronunciation is the basic knowledge and the primary element of learning a language, this study attempted to probe junior high school students’ pronunciation competence on different learning systems. In order to pinpoint whether the learning backgrounds affected their pronunciation awareness, both teachers’ and students’ experiences and beliefs in learning pronunciation were investigated. Thirty teachers and 138 students were chosen from four junior high schools to participate in this study. A questionnaire was administrated to explore both teachers’ and students’ beliefs and learning experiences. An oral test was designed to examine the students’ pronunciation competence and semi-structured interviews were subsequently conducted after both of the data were analyzed. The results showed that about 50% participants had learned both phonics and K.K., 31.2% had learned K.K. and 16.7% had learned phonics. The phonics + K.K. group performed the best in the four skills. Most of the students did not possess the competence of pronouncing a word independently. Significant differences were found among the three groups. In addition, most of the teachers and the students agreed that it was important to have the competence of pronouncing English words independently. About 83% teachers pointed out that it was difficult to teach pronunciation due to the limited teaching time. Finally, based on the findings of this study, pedagogical implications and some suggestions for teachers were discussed.
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Vieira, Carina Fernandes. "El tratamiento de la competencia fonológica en los manuales de E - LE en Portugal." Master's thesis, 2015. http://hdl.handle.net/1822/38071.
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Dissertação de mestrado em Espanhol Língua Segunda - Língua Estrangeira<br>El presente trabajo pretende analizar el tratamiento de la competencia fonológica en los
manuales de E/LE de nivel A1, en Portugal. Para encuadrar nuestro análisis, se compuso un
marco teórico teniendo en cuenta el documento de referencia para la enseñanza de las lenguas
extranjeras, Marco Común Europeo de Referencia para las Lenguas, el documento de referencia
para el español como lengua extranjera, Plan Curricular del Instituto Cervantes y el documento
que pauta la enseñanza del español en Portugal, Programa de Língua Estrangeira – Espanhol- 3º
ciclo. Estos fueron la base de este trabajo, una vez que al final, se establece un análisis
comparativo de los datos obtenidos con las recomendaciones que emanan de estos
documentos, en lo que respecta a la competencia fonológica. Sin embargo, también se han
tenido en cuenta otras aportaciones, principalmente en lo que concierne al abordaje que se hace
a la pronunciación en la enseñanza y en los manuales, las cuales nos han orientado un poco
sobre la tipología de ejercicios que podíamos encontrar en los manuales de enseñanza de E/LE.
Por otro lado, no es menos importante la presentación y explicación a grandes rasgos de los
constituyentes del sistema fonológico del español.
A fin de que fuese posible realizar el análisis del tratamiento de la pronunciación, se han
elegido un conjunto de seis manuales certificados, que como tal, pueden ser elegidos en
cualquier escuela de la enseñanza básica en Portugal.
Tras la elección y posterior análisis pautada por unos objetivos muy concretos, los datos
obtenidos nos han permitido verificar hasta que punto la competencia fonológica está presente
en los manuales de nivel inicial, verificar también la prevalencia de determinados rasgos y la
tipología de ejercicios que predomina para trabajar esta competencia.<br>O presente trabalho pretende analizar o tratamento da competencia fonológica nos
manuais de espanhol língua estrangeira em Portugal.
Para o enquadramento teórico da nossa análise, teve-se em consideração o documento
de referência para o ensino das línguas estrangeiras, Marco Común Europeo de Referencia para
las lenguas, o documento de referência para o ensino do español como língua estrangeira, Plan
Curricular del Instituto Cervantes, e o documento oficial que pauta o ensino do espanhol em
Portugal, Programa de Língua Estrangeira – Espanhol- 3º ciclo. Estes foram a base teórica deste
trabalho, dado que no fim da análise dos manuais, procedeu-se a uma análise comparativa dos
resultados obtidos com as recomendações que emanam destes documentos no que respeita ao
tratamento da competência fonológica. Contudo, também se teve em conta outras linhas
teóricas, principalmente no que concerne à abordagem que se faz à pronúncia dentro do ensino
e nos manuais, linhas estas que nos orientaram um pouco sobre a tipologia de exercícios e os
fenómenos de pronúncia que poderíamos encontrar nos manuais. Além disso, não menos
importante é a apresentação e explicação geral dos constituintes do sistema fonológico do
espanhol.
No sentido de possibilitar a análise do tratamento da pronúncia, procedeu-se à escolha
de seis manuais certificados, que como tal podem ser adotados em qualquer escola do ensino
básico em Portugal.
Depois desta escolha e da análise pautada por uns objetivos muito concretos, os dados
obtidos permitiram-nos verificar até que ponto a competência fonológica está presente nos
manuais de nível inicial, verificar também a prevalência de determinados fenómenos e a
predominância de alguns tipos de exercícios.<br>This paperwork has the purpose of handle the phonological ability presented in “Spanish
as a Foreign Language” books in Portugal.
For the theoretical context of our review, we considered the Referential Document for the
Teaching of Foreign Languages, Marco Común Europeo de Referencia para las lenguas , the
Referential Document for Teaching Spanish as a Foreign Language, Plan Curricular del Instituto
Cervantes, and the official document that dictates the teaching of Spanish in Portugal, Programa
de Língua Estrangeira – Espanhol 3º ciclo (Program of Foreign Language – Spanish). These
documents were the theoretical basis of this paperwork. When the analysis of the manuals was
ended, we established a comparative analysis of the results obtained with the recommendations
present in these documents related to the handling of the phonological ability. Although, we also
had in mind other theoretical guidelines, mainly the ones related to the pronunciation perspective
present in teaching and books. These guidelines lead us about the type of exercises and
pronunciation phenomenon we could find in the books.
Besides that, not less important is the presentation and complete explanation of the
constituencies of the Spanish phonological system. It didn’t make sense approach the
pronunciation presented in the books without refer first the phonological system.
With the purpose of analyze the pronunciation ability, we chose six certified books that
can be used in any Portuguese school. After this choice and the analysis leaded by some strict
aims, the obtained data gave us the chance to verify how the phonological ability, the prevalence
of some phenomenon and the dominance of some type of exercises is presented in the books for
Beginners Level.
Books on the topic "Pronunciation competence"
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Moubarik, M. Received pronunciation and the spanish learner: An approximation to the spanish speakerś phonological competence in english. Editorial Guadalmena, 2000.
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Moubarik, M. Received pronunciation and the Spanish learner: An approximation to the Spanish speakerś phonological competence in English. Editorial Guadalmena, 2000.
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Nefedov, Igor', Andrey Panteleev, and Anna Shi. We speak Russian. Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02101-9.
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The textbook is intended for teachers of Russian as a foreign language working in a Chinese classroom. The purpose of the textbook is to offer the teachers of the RCT a unique set of phonetic, grammatical and lexical exercises and games to replenish vocabulary, improve the skills of correct pronunciation of sounds and assimilation of Russian grammar, taking into account the specifics of the Chinese language.
 The manual is composed of phonetic, grammatical and lexical games and exercises of varying complexity, aimed at the formation of communicative and linguistic competencies, as well as at repetition and deeper assimilation of language material studied in the framework of the basic courses of Russian as a foreign language.
 The textbook can be used as an additional source of exercises and games for teaching Chinese students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes as part of a correction course of phonetics, extracurricular work in a game format, as well as in the process of independent in-depth study of the Russian language
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Kolaříková, Zuzana, Helena Petruňová, and Renáta Timková. ANGLIČTINA V AKADEMICKOM PROSTREDÍ (cvičebnica). ENGLISH FOR DOCTORAL STUDENTS. 2nd ed. Univerzita Pavla Jozefa Šafárika, Vydavateľstvo ŠafárikPress, 2021. http://dx.doi.org/10.33542/aap-0044-8.
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The publication contributes to an active acquisition and development of language skills in the area of academic English. Individual lessons include tasks in which the user will find a lot of useful vocabulary in the form of collocations, phrases and sentences which can be applied in practice. The tasks are focused on the area of English pronunciation, grammar, word formation, vocabulary, improving communicative competence in written and verbal communication, improvement of professional skills of presentation, academic writing, etc. The publication provides space for complementing and creating own database of vocabulary (topic pages).
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The Etc Program: A Competency-Based Listening/Speaking Book. Random House Trade, 1988.
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Kirn, Elaine. The Etc Program: A Competency-Based Reading/Writing Book. Random House Inc (T), 1988.
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The Etc Program: A Competency-Based Listening/Speaking Book. Random House Inc (T), 1988.
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Cleary, Michelle A., Thomas E. Abdenour, and Michael Pavlovich. Clinical Pharmacology in Athletic Training. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718237919.
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Athletic trainers have a responsibility to provide high-quality pharmaceutical care while meeting both legal and ethical requirements. Clinical Pharmacology in Athletic Training empowers athletic trainers with a functional understanding of pharmacology that enables them to formulate a treatment plan intended to mitigate disease and improve the overall health of their patients. This text incorporates the most up-to-date content from the 2020 Commission on Accreditation of Athletic Training Education (CAATE) standards, and it emphasizes interprofessional practice to enable future and current athletic trainers to collaborate with other health professionals in a manner that optimizes the quality of care. Clinical Pharmacology in Athletic Training begins by addressing drug legislation and the legal aspects of the athletic trainer's role in sport medication. The text provides an overview of pharmacokinetics and pharmacodynamics with an emphasis on concepts relevant to clinical practice. Students are introduced to the generic and brand names, general classifications, and appropriate administration of drugs and are guided toward appropriate online reference materials. Part II of this text describes common medications for pain, inflammation, and infections. Part III includes medications for specific conditions, including respiratory, cardiovascular, gastrointestinal, neurological, gynecological, and mental health conditions. The text also includes current information on opioid analgesics, cannabis, and cannabinoid-based medications. Clinical Pharmacology in Athletic Training teaches students to administer appropriate pharmacological agents for the management of the patient's condition. The information includes indications, contraindications, dosing, interactions, and adverse reactions. The following features are included to aid in the learning process: Chapter objectives set the stage for the main topics covered in the chapter.Key terms are boldfaced to indicate terms of special importance, and a glossary of definitions is included at the back of the book.Red Flag sidebars highlight warnings and precautions for certain medications or medicolegal issues.Evidence in Pharmacology sidebars highlight recent research regarding medications.Clinical Application sidebars present real-life stories from the field of athletic training.Case studies highlight specific therapeutic medication applications and are accompanied by questions that prompt readers to think critically about the issues presented.Quick reference drug tables describe medication types, generic and brand names, pronunciations, common indications, and other special considerations for the athletic trainer. Over the past decade, there has been an increased emphasis on pharmacology in athletic training. Clinical Pharmacology in Athletic Training will equip students with appropriate skills and competencies, prepare them to meet patient needs, and enable them to work in interprofessional teams.
Book chapters on the topic "Pronunciation competence"
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Richter, Karin. "Foreign Accent and the Role of Identity in the Adult English as a Foreign Language Pronunciation Classroom." In Developing Advanced English Language Competence. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79241-1_27.
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Steele, Jeffrey. "Approaches and methods for the study of the L2 production of French segmentals and prosody." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/rmal.9.02ste.
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Abstract This chapter reviews common approaches and methods in studies of the effects of crosslinguistic influence, input, and training/instruction as well as development and individual variability in second language learners’ production of French segmentals and prosody. Discussion focuses first on methodology including speech types, participant characteristics, and frequently used tasks and stimuli. Next, we turn to recurrent practices in the collection, preparation, and analysis of auditory and articulatory data as well as ethical considerations. The major contributions of L2 French pronunciation research are then outlined including the breadth of structures studied, the uniqueness of certain phenomena investigated, innovations in research methodology including corpus-based research, and the unique insights provided into the role of orthography. We conclude with recommendations for future avenues of research such as the parallel study of pronunciation and other linguistic competences, the greater use of corpora, and the integration of research findings within evidence-based pedagogy.
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Seuren, Pieter A. M. "Internal variability in competence †." In A View of Language. Oxford University PressOxford, 2002. http://dx.doi.org/10.1093/oso/9780199244812.003.0005.
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Abstract To the non-linguist one of the most obvious facts about natural languages is the availability of ranges of, often subtly, differing ways of expressing the same linguistic meaning, where the differences correlate with values on non-linguistic parameters. Every speaker of a language knows that certain features in his or other persons’ speech indicate, not the linguistic meaning carried by the message, but associations with geographical area, with social class, with kinds of interactional situation, with age, with a profession, with a religion, etc. The differences show themselves in lexical selection, choice of grammatical construction, choice of pronunciation-i.e. choices throughout the grammar. Even though most speakers are not aware, and cannot make themselves aware, of the precise features carrying the variable associations (except, sometimes, for a few prominent features which then acquire a special symbolic value),1 the associations are nevertheless registered by listeners.2 To know a language does not only mean having the ability of converting meanings into well-formed strings of symbols and vice versa, but also being able to distinguish, to some extent, between standard, substandard, formal, informal, dialectally and sociolectally marked forms of speech. An ideal speaker-listener would have command, both active and passive, of all varieties occurring in the community where the language in question is spoken. Obviously, such ideally competent people hardly occur in real life. But equally obviously, real people hardly ever have a linguistic competence which is entirely homogeneous: we all have active and passive command of a fairly wide range of varieties. A foreign learner whose competence is restricted to one variety
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Bhimavarapu, Usharani. "Exploring AI Models for Assessing and Improving Student Skill Competence." In Advances in Educational Technologies and Instructional Design. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8965-2.ch010.
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Student skill assessment is a critical component of educational development, particularly in enhancing oral presentation abilities. This study explores the application of Natural Language Processing (NLP) techniques, including sentiment analysis, text classification, and topic modeling, to evaluate and improve student presentation skills based on survey responses. The dataset consists of survey responses from engineering and humanities students, addressing various aspects of their oral presentation skills such as fluency, pronunciation, and the use of vocal fillers. Sentiment analysis using models like VADER and BERT provides insights into students' emotional engagement, while text classification models, including Support Vector Machines (SVM), categorize responses into different skill areas. Additionally, Latent Dirichlet Allocation (LDA) is used to uncover common themes in the responses, allowing for the identification of key challenges students face in their presentations.
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Dolcini, Grace, and Grit Matthias Phelps. "Is (inter)cultural competence accessible? Assessing for fluency." In Assessing virtual exchange in foreign language courses at tertiary level. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.59.1414.
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Globalization and the digitalization of our lives have made it impossible to avoid (inter)cultural encounters. In the traditional classroom environment, students are expected to juggle a myriad of choices almost simultaneously. Factors like grammar, pronunciation, word choice, etc. are all important assessment factors to consider when looking at the accuracy of the students’ target language performance. However this changes considerably in Virtual Exchange (VE) courses with a primary goal of fluency. In this case, the assessment should take into account social cues, silence, turn taking, correction, reactions to new ideas, signal words, and speaker confidence, among others. In this article, we would like to share our ideas of how we assess a fluency course using a modified version of Byram’s (1997) model for teaching and assessing intercultural communicative competence and provide an example of a course design that was particularly successful, in which students worked together to complete a poster about the 100-year anniversary of the Bauhaus School. Additionally, to create an environment that promotes learner autonomy and helps students fully experience empathy, understanding, and tolerance while collaborating, a portfolio of tasks and self-assessment journals were used.
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Dineva Evelina, Bachmann Arne, Knodt Uwe, and Nagel Björn. "Human Expertise as the Critical Challenge in Participative Multidisciplinary Design Optimization – An Empirical Approach." In Advances in Transdisciplinary Engineering. IOS Press, 2014. https://doi.org/10.3233/978-1-61499-440-4-223.
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Research into future air vehicles incorporating novel technologies is characterized by a high number of interacting disciplines which need to be considered. Despite advances in numeric interfacing techniques for participative Multidisciplinary Design and Optimisation (pMDO), it is not well understood how to build a team of specialists who jointly operate shared tools and gain system level insight. This contribution shifts focus to the human MDO participants and their working environment. Three aspects of collaboration are considered: (a) design of cognitive experiments to measure engineering performance in different settings; (b) integration of prior experience through a Lessons Leaned process; and (c) the application of the above into the enhancement of Integrated Design Laboratory (IDL). The pronunciation of competence and working environment, rather than software tools or data, opens opportunities for attractive use cases.
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Gallagher, John. "Speaking Books." In Learning Languages in Early Modern England. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198837909.003.0002.
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If you wanted to learn a foreign language in early modern England, the cheapest and most useful tool available was a multilingual conversation manual. Working from a corpus of over 300 editions, this chapter charts the changing place of these texts in the early modern print market: price, authorship, what languages they offered, and how they developed as a physical object. Using these books, readers engaged with the multilingual oral and aural worlds of early modern Europe. Changes in the form of these manuals over time were closely tied to developments in pedagogy and reading. The kind of reading advocated by these manuals was rarely silent or abstract. In teaching skills from correct pronunciation to social interaction, these manuals demanded that readers confer the text with the oral, sociable world beyond. This chapter offers a new way of understanding linguistic education, multilingual reading, and shifting ideals of linguistic competence.
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Martynova, Ivetta. "PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-17.
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The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.
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Legac, Vladimir, Krunoslav Mikulan, and Predrag Oreški. "Potentials of Learning a New Foreign Language Using the Duolingo App: Opinions of Croatian University Students." In Perspectives on Teacher Education and Development. University of Maribor,. University Press, 2023. http://dx.doi.org/10.18690/um.pef.1.2023.21.
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The introduction discusses the importance of multilingualism and foreign language competences in the EU citizens. This is followed by a description of the Duolingo app and mobile-assisted language learning. The results of earlier research studies by the same authors that dealt with the use of mobile applications in foreign language learning are also discussed, and the requirements that had to be met in the new study are presented here. The authors used a self-constructed French test and asked the participants in the study (students from the Faculty of Teacher Education at the University of Zagreb) what they thought (in a self-constructed short questionnaire, containing 14 statements) about the potential of learning French as a completely new language through the Duolingo app. The results showed that the respondents had an overall positive opinion about the quality and potential of learning a new foreign language through the Duolingo app (it lowers anxiety, it is efficient for learning the correct pronunciation, memorizing new words, practicing grammar and structure drills). The conclusion states that the initial hypothesis was confirmed and gives implications for further research.
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Chauhan, Dr Swati. "DEVELOPMENT OF LANGUAGE SKILLS THROUGH LITERATURE." In Futuristic Trends in Social Sciences Volume 3 Book 19. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bjso19p2ch15.
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In the realm of instructing foreign languages, literature holds a paramount position in fostering the foundational language competencies, which include reading, writing, listening, and speaking. It serves as a highly effective approach for instructing these core language abilities and language components such as vocabulary, grammar, and pronunciation. In contemporary education, many educators employ literature as a captivating teaching technique to engage their students. Translation, in particular, provides students with opportunities to hone their lexical, syntactic, semantic, pragmatic, and stylistic knowledge. Classroom interactions with literary texts often encompass preparatory exercises, interactive exploration of the material, and subsequent activities, rendering the learning process both enjoyable and efficient. Careful selection of literary texts holds significant importance as it exerts a lasting and valuable impact on learners' linguistic and non-linguistic knowledge. The study of poetry can provide learners with at least two distinct advantages: A critical understanding of the author's poetic theory, which students acquire through the analysis of various elements within poems. Developing a deeper grasp of language leads to enhanced vocabulary and analytical skills over time. Incorporating drama into the curriculum also aids students in becoming acquainted with grammatical structures within contextual settings. Additionally, it equips them with the tools to express themselves effectively, convey information, and exercise control over the language. Since dramas typically revolve around social events, they contribute to the improvement of learners' personality and behavior. Utilizing novels as an educational asset yields advantages not only in grasping the intricacies of language structure but also in gaining a profound insight into life within the cultural framework of the target language. Novels serve as mirrors reflecting the intricacies of people's everyday lives, shedding light on human experiences and enriching understanding.Therefore, literature not only enhances learners' verbal and written proficiency but also serves as a doorway to explore the culture associated with the target language, enriching students in both linguistic and cultural aspects.
Conference papers on the topic "Pronunciation competence"
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Vančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
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"Pronunciation is one of the competencies foreign language learners of English are implicitly or explicitly judged for in classroom context as well as real-life communication. At the same time, both teachers and learners express concerns concerning this competence, as relatively little attention is being paid to pronunciation issues. While accuracy was desired in the past, comprehensibility is preferred as the goal of pronunciation instruction in recent years. Mistakes and errors the speakers make vary across the language background of speakers and can be manifested at segmental and suprasegmental levels; however, familiarity with the topic discussed may help overcome many obstacles the foreign language speakers may make. Pronunciation may be judged by human raters as well as automatically by specialized software. The presented study aims to current practices presented in research papers published in the past ten years. The results suggest different criteria applied to pronunciation evaluation. The paper presents partial research outcomes of the projects KEGA 019TTU-4/2021 Introducing new digital tools into teaching and research within transdisciplinary philological study programmes and 7/TU/2021 Pronunciation mistakes of pre-service teachers of English."
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USATÎI, Larisa. "The communicative approach on the valorization of the phonological competence in a foreign language." In Probleme ale lingvisticii și didacticii limbilor străine: tradiții și inovații. Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.03-05-2023.p89-103.
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The effectiveness of the pronunciation largely determines the success of the mastery of oral speech. Phonological competence is one of the important elements of speech culture, of general human culture. The speech is difficult to understand by the listener or is totally incomprehensible, if the speaker does not respect the phonological norms of the studied language, therefore difficulties also arise in the intercultural dialogue. Thus, the phonetic lab, articulatory agenda, articulatory gymnastics, as well as the typology of exercises contribute enormously to intelligible pronunciation which is helpful in the realization of the intercultural dialogue.
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Encalada T, Edgar G., Sarah J. Iza P, Cristina R. Jordan B, and Veronica E. Chicaiza R. "Strengthening Oral Competence Through Computer Assisted Pronunciation Training, a Preliminary Study." In 2019 Sixth International Conference on eDemocracy & eGovernment (ICEDEG). IEEE, 2019. http://dx.doi.org/10.1109/icedeg.2019.8734287.
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Muhammed, Areen. "Investigating the English Pronunciation Problems for Non-Native Speakers of the Language: A Study on Charmo University Students." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.945.
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There are plenty of articles and papers focusing on second language learning and its methods; however, very few studies can be found to investigate the pronunciation problems of undergraduate students. In addition, understanding pronunciation is an important part of communicative competence. It is widely approved that students should master pronunciation to be able to grasp the language adequately; moreover, many solutions have been carried out. Yet, students should find out the problems to be able to fix the issues. The purpose of this study is to investigate the problems non-native speakers of English have, especially undergraduate students. Students with better and acceptable pronunciation can easily improve their other language skills than those with weak pronunciation. Throughout the study, university students were used as the tool to investigate the problems and later suggestions, recommendations, and solutions were given based on the data the researcher found. In this research two methods of data collection were used; qualitative (Interview) and quantitative (Questionnaire) were used on Charmo University / English Department Students.
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Huong, Nguyen Thi Mai. "An Investigation on Hindrance Factors to the Effectiveness of Song Deployment in Hufi Pronunciation Class." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.2.
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Pronunciation, undeniably, an integral part of the language teaching and learning process. Bad pronunciation may cause misunderstanding or in the worst case a communication breakdown. On the other hand, correct pronunciation helps to keep the conversation go on smoothly. Additionally, it can leave a good impression on the listeners. Being aware of its vital role in English learners’ speaking competence, researchers and teachers have paid considerable attention to it. However, it still remains a big challenge in classrooms. The author believes that English songs would help address this problem greatly. Therefore, in this paper, she would like to examine problems associated with the deployment of English songs in pronunciation classes with an aim to find ways to make most of it. The findings have pointed out a short of time, an intensive syllabus, multi – level classes, big class size, a lack of formal training for teacher, a mismatch between teachers and students’ perception of interesting songs, poorly – designed tasks have reduced the benefits of the use of music in her research contexts. Therefore, a number of suggestions have been made to deal with them including: a creation of a song collection for pronunciation learning and teaching with the participation of students, an extended course for pronunciation and an introduction of a training course for teachers. Because of limited time and scope of this study, her research will based on the review and analysis of related literature, her students’ characteristics and her own working setting – Hochiminh University of Food Industry and an informal discussion with her teaching mates. Nontherless, the findings will certainly benefits learners, educators and language institutions in similar contexts.
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Sharafutdinova, Olesia, and Yadviga Berezovskaya. "A TECHNIQUE FOR DEVELOPING PRONUNCIATION SKILLS AS THE BASIS FOR COMMUNICATIVE COMPETENCE: USE OF ELECTRONIC COURSEWARE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0958.
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Mardiyeva, Dildora. "ENHANCING STUDENTS' SPEAKING PROFICIENCY THROUGH LITERATURE INSTRUCTION." In MODERN APPROACHES AND NEW DIRECTIONS IN TEACHING FOREIGN LANGUAGES. BOOKMANY PRINT, 2025. https://doi.org/10.52773/tsuull.conf.2025./mcvm8669.
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this article explores the efficacy of literature instruction in enhancing students' speaking proficiency. Recognizing the crucial role of effective oral communication in academic, professional, and social contexts, the study addresses challenges students face in developing speaking skills, including limited exposure to authentic language and a lack of engaging practice opportunities. The central argument posits that literature provides a rich and authentic linguistic environment conducive to improved speaking abilities. Through a literature review, this paper demonstrates how literature-based activities, such as discussions, debates, role-playing, creative writing, and oral performance, can facilitate fluency, vocabulary acquisition, pronunciation development, and overall communicative competence. By integrating literature instruction into language classrooms, educators can offer students meaningful opportunities to practice and refine their speaking skills, leading to increased confidence and proficiency in oral communication. This article concludes by discussing the implications of these findings and suggesting directions for future research.
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Ābele, Agita, Agrita Tauriņa, Tija Zīriņa, and Dace Rutkovska. "Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.44.
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In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.
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Rathnayaka, R. M. J. U., M. A. N. N. Fernando, L. V. George, and D. M. M. S. Dissanayake. "From Classrooms to Conversations: Examining the Gap in English Language Speaking Skills among Sri Lankan English as a Second Language (ESL) Learners." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/hqhl6281.
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The persistent struggle of Sri Lankan learners relating to spoken English proficiency despite extensive formal instruction continues to be a dominant issue in English language teaching and learning in the local context. Thus, with the objective of finding out the underlying factors that contribute to the low competency in English language speaking skills of secondary level learners, this study was conducted based on the research question ‘what are the reasons that hinder the improvement in English language speaking of Sri Lankan ESL learners?’. Data collection included a mixed-method approach: a detailed questionnaire was distributed, and interviews were conducted either face-to-face or online (via Zoom) with six educators and twenty-four students across the Western and Eastern provinces of Sri Lanka. The participants included eighteen Sinhala and twelve Tamil speakers. The questionnaires were subjected to quantitative analysis using cross-tabulation and descriptive statistics. Additionally, for the interviews conducted, content analysis was employed. Furthermore, the Cross-Validation approach was used to support the findings. The analyses reveal several critical barriers to improving spoken proficiency: inadequate educational resources, antiquated pedagogical practices, limited immersion in the language, and challenges with pronunciation leading to an inhibition towards speaking English. Teachers mainly highlighted a predominance of conventional, grammar-centric teaching methods and the reluctance to utilize available technological tools due to concerns about misuse and damage. The student participants reported that their reluctance to practice speaking is due to fear of making errors and being negatively judged, compounded by an excessive focus on examination success. Both teachers and students were of the view that examination papers prioritise receptive skills over productive ones, thereby reinforcing a cycle of rote learning and exam-oriented instruction. This study advocates for a reformation in national examinations to include assessments of productive skills, speaking and listening, to better reflect comprehensive language competence. Additionally, it is suggested that cultivating a genuine passion for English within students, despite existing constraints, could significantly enhance their language acquisition and learning. Educators are encouraged to adopt more innovative and supportive teaching strategies that emphasize practical language use and student engagement. Keywords: Assessment reform; Pedagogical practices; Psychological barriers; Spoken English language proficiency
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Seile, Elza. "The Impact of Students’ Morphological Awareness: Systematic Literature Review." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.26.
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In the Latvian education system and society, concerns are growing about students’ language competencies, including grammar. The relevance of these problems is also reflected in societal concerns about insufficient grammar skills and a lack of systematicity in the teaching content. Grammar is a system that includes word formation, morphology and syntax. Mastery of the grammatical systems of native languages is one of the most critical conditions for fully developing a child’s/scholar’s speech and mental abilities; however, it is essential to understand how precisely the comprehension of some regions of grammar influences language usage. Therefore, the research question is – how is “morphological awareness” defined in international literature and what domains of native language use are impacted by it? A systematic literature analysis, with a focus on global perspectives, was conducted to answer this question. The study aimed to clarify the explanation of morphological awareness in international literature (comparing it to what is used in Latvian grammar) and determine its role in using the native language. A comprehensive review of studies from 2003 to 2024 published in the Scopus database was conducted for this study. The material was selected using the keywords “morphological awareness/competence”. Using strict inclusion (articles published between year 2003 and 2024, articles in English) and exclusion criteria (not related to native language acquisition, language not belonging to the Indo-European language family, not focusing on school-aged children, focusing only on students with learning disabilities), 23 articles (from the USA, the UK, Brazil, Portugal, Spain, Switzerland, Canada, Norway, Germany, Netherlands) on morphological awareness were selected. These articles were then meticulously analysed, ensuring a thorough and reliable research process, using thematic analysis, focusing on their primary results and conclusions. The article summarises the research results on language domains influenced by morphology and explains the use of morphological awareness in foreign scientific literature. The term mentioned in the analysed studies is primarily related to identifying word composition and realising the meanings of morphemes. Analysing studies on students’ morphological awareness in several Indo-European language families (English, German, French, Dutch, Portuguese, Spanish, and Norwegian), it is concluded that it significantly affects reading comprehension, writing, vocabulary, and pronunciation. Its importance is particularly significant in languages with deep orthography.
Reports on the topic "Pronunciation competence"
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.
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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Horani, Laura. The Effect of a Physician's Pronunciation on Nurses' Perceptions of the Physician's Medical Competency. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7091.
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