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Journal articles on the topic 'Pronunciation competence'
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1
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.
3
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.
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Costa, Yuliana Maria Da, Ni Made Ratminingsih, and I. Nyoman Adi Jaya Putra. "The Effect of Tongue Twister Strategy on English Pronunciation and Fluency: A Literature Review." Jurnal Locus Penelitian dan Pengabdian 4, no. 5 (2025): 1746–454. https://doi.org/10.58344/locus.v4i5.4272.
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Good pronunciation and fluency competence are essential for effective communication in English, especially for second language (L2) learners, as it impacts message clarity, emotional expression, and speaker confidence. This article highlighted the importance of pronunciation and fluency competence in English language acquisition as well as the challenges faced by L2 learners and teachers. It emphasizes the need for differentiated and engaging learning methods, especially the use of tongue twister strategy, which have been shown to improve phonemic awareness, pronunciation ability, and fluency in a fun and interactive way. This article reviews several studies showing the effectiveness of tongue twister strategy in improving pronunciation and fluency competence, and increasing learners’ motivation. By integrating this strategy into language teaching, teachers can create a more effective and enjoyable learning environment, ultimately promoting better proficiency in English communication for their students.
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Aliazas, Kimberly Joy C., and Cecilia Q. Velasco. "Communicative Language Teaching for an Enhanced Speaking Competence of Grade 11 Students in Sta. Lucia National High School." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 06 (2023): 380–88. https://doi.org/10.5281/zenodo.8093133.
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This study aimed to determine the effectiveness of communicative language teaching, such as content-based and task-Based instruction, in enhancing the speaking competence of grade 11 students in terms of fluency, vocabulary, grammatical accuracy, and pronunciation. The researcher hopes that the problems encountered in speaking might be alleviated through the study's outcomes and further promotes the use of the approaches used in this study. The use of these approaches paved the way to enhance further speaking competence in fluency, vocabulary, grammatical accuracy, and pronunciation. This might open doors to those students who are hesitant to express their ideas in speaking not only in English subjects but also in other disciplines. Through the study's findings, the possible approaches in further promoting these approaches will be clear and hopefully effective. Meanwhile, the study's findings on enhancing the students' speaking competence using communicative language teaching resulted in significant differences in fluency and grammatical accuracy. Whereas in terms of vocabulary and pronunciation, no significant difference was found. The results revealed that in terms of speaking competence, students have improved. However, the results also show that vocabulary and pronunciation skills are the competence found to have found the least mastered by the students since they are still in the adjustment period from the pandemic. They needed to be given more exposure to the vocabulary and practiced their pronunciation skills.
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USATÎI, Larisa. "The formation of pronunciation abilities of the English back monophthong /u:/." Univers Pedagogic 4(64) (December 15, 2019): 43–45. https://doi.org/10.5281/zenodo.3567637.
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The formation of pronunciation abilities of the English back monophthong /u:/ is of great significance especially in case of linguistic transfer of the characteristics of the mother tongue into the English language. The audio-pronunciation habit is an inseparable part for developing the professional competence of the student. The subject-matter of the present investigation concerns the use of different methods for making distinctions and similiarities between the English monophthong /u:/ and the Romanian /u/. Communication in English is in need of pronunciation competence at a high level on the part of speakers.
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Yormamatovna, Beknazarova Iroda, and Jurayeva Diyora Usmonalievna. "THE ROLE OF COMPETENCY ELEMENTS IN TEACHING ENGLISH SOUNDS AND THEIR PRONUNCIATION." International Journal Of Literature And Languages 03, no. 02 (2023): 4–6. http://dx.doi.org/10.37547/ijll/volume03issue02-02.
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This article provides an overview of competence and its role in language learning. Competence is a sign of activity that leads to the expected result. It is a product of knowledge and the ability of an expert to apply it in practice. Competence differs from knowledge in that a task cannot be defined or evaluated without practical performance. Competence is an important criterion of competence, which is manifested in repeated application in different situations, as well as in problematic situations.
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Yo`lchiyeva, Madina. "THE IMPORTANCE OF PRONUNCIATION IN LEARNING FOREIGN LANGUAGE AND PROSPECTS OF IMPROVING PRONUNCIATION COMPETENCE." MODERN SCIENCE AND RESEARCH 3, no. 4 (2024): 343–47. https://doi.org/10.5281/zenodo.11181875.
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<em>The purpose of this scientific article is to clarify how important it is to pronounce words correctly when learning a foreign language. This topic has been discussed many times by many linguists, and on the basis of all important approaches, correct pronunciation guidelines are now being taught to literate people. This article reveals many important aspects of pronunciation competence as an example. As the object of the article, tools and methods were taken to form pronunciation competence and develop it. Analysis of the guidelines for the use of the same tools and methods is the subject of the work. Monographs and scientific articles completed in our linguistics were used as a theoretical source for the work.</em>
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Utami, Henny Septia, and Ruly Morganna. "Improving Students’ English Pronunciation Competence by Using Shadowing Technique." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 1 (2022): 127. http://dx.doi.org/10.29240/ef.v6i1.3915.
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This study used classroom action research at SMPN 1 Curup Timur in Bengkulu, using the shadowing technique to assist students in resolving their English pronunciation issues. As participants, 25 ninth-grade students were involved. The shadowing technique was carried out in two cycles, with each cycle consisting of three meetings. Two meetings were scheduled for the shadowing learning processes, with the third serving as a post-test. Observations and tests were used to collect data. The data were analyzed both qualitatively and quantitatively. This study uncovered two sets of data. First, for each meeting in each cycle, the process of learning English pronunciation using shadowing techniques included ten stages that included listening, listening while marking, mumbling, parallel reading, comprehending meanings, shadowing prosody sounds, recording, listening, and making comparisons, reviewing, and reflecting. Second, the shadowing technique was effective in improving students' English pronunciation skills. In cycle one, this technique was capable of improving English pronunciation indicators such as phonemes, sound combinations, and sound linkage. Following that, in cycle two, this technique could improve four other indicators: allophones, stress, rhythm and pitch, and intonation.
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Saienko, Nataliia. "The influence of phonetic competence on the success of cross-cultural communication." Bulletin of Kharkov National Automobile and Highway University 1, no. 102 (2024): 104. http://dx.doi.org/10.30977/bul.2219-5548.2023.102.1.104.
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Problem. The developed phonetic competence is a prerequisite for successful cross-cultural communication, as it ensures mutual understanding of interlocutors in communication. The limited number of hours for learning a foreign language in a technical university, on the one hand, and the emergence of an increasing number of digital educational tools, on the other hand, require the search for new means of teaching phonetics in the context of preparation for cross-cultural communication. Goal. To analyze the methods of developing phonetic skills of non-linguistic HEI students and to propose new approaches to the combined development of phonetic and sociocultural competences using modern digital technologies. Methodology. It is determined that mastering the phonetic system of the language means a high level of development of phonetic skills, which include auditory-pronunciation, intonation, receptive and reproductive skills. The stages of formation of phonetic competence are traced, and a number of principles underlying the teaching of pronunciation are highlighted. The existing approaches to the formation of phonetic competence are analyzed, it is indicated that most effectively the task of teaching pronunciation can be solved using the audio-lingual method, which involves repeated listening and pronunciation of speech fragments, and leads to the formation of certain language automatisms. When developing new methods of forming phonetic competence, mobile technologies can be actively used, which allow learning the language at any convenient time and in any convenient place. Results. For the combined formation of phonetic and cross-cultural competences using the audio-lingual method, the course "Cultural sketches" was developed, which included thirty culture-related topics covering the most diverse fields of culture: Each topic was presented as an audiovisual file with parallel translation, the texts were processed using translingual strategies, which imply the alternating use of native and foreign languages, giving students the opportunity to practice language fragments as many times as they needed to consolidate the material and bring it to automaticity. Originality. Phonetic competence was formed in combination with cross-cultural competence, which implies assimilation of a wide range of sociocultural knowledge from various fields of human activity, using the method of audiovisual translation, which was implemented thanks to the use of mobile technologies. Practical value. The experience of practical work with the use of mobile tools for teaching phonetics shows that this approach makes it possible to increase the level of phonetic competence in the use of the English language by future specialists, and also stimulates them to self-development and independent activity.
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Namozova, Dilnoza Berdimurotovna, and Munavvar Xaydarovna Rashidova. "PHONETIC COMPETENCE IN CONDITIONS OF ARTIFICIAL MULTILINGUALISM." Innovative Development in Educational Activities 2, no. 19 (2023): 301–5. https://doi.org/10.5281/zenodo.10016105.
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<i>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. Special attention is paid to the interaction of phonetic skills of contacting languages. The result of this interaction is phonetic interference.</i>
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Nguyen, Truong Sa, Thi Diem Thi Nguyen, Ngoc Quynh Nhu Hoang, and Thi Kim Hieu Do. "How AI-Powered Voice Recognition Has Supported Pronunciation Competence among EFL University Learners." Computer-Assisted Language Learning Electronic Journal 26, no. 3 (2025): 64–83. https://doi.org/10.54855/callej.252634.
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This study investigates the extent to which AI-powered voice recognition technology supports and enhances pronunciation competence among EFL learners and scaffolds instructional practices. A 4-month experiment was conducted with 37 first-year English majors, integrating this technology developed in the ELSA Speak App into classroom activities and self-study sessions during a pronunciation course. Students’ progress was evaluated through pretest and posttest scores, as well as daily practice records. Findings from the study revealed a strong relationship between the frequency and intensity of practice with the AI tool and improvements in students' pronunciation competence. Repeated and targeted drills contributed to noticeable enhancements in pronunciation accuracy, while teacher guidance was essential in facilitating learners' progress. The students reported that they had employed the tool to accommodate their diverse learning needs and strategies. Despite technical issues and variations in accent recognition, the participants demonstrated positive attitudes toward the technology, recognizing its value in pronunciation instruction. Future research should explore the long-term impact of AI-powered tools on pronunciation improvement and their applicability across diverse linguistic and cultural contexts.
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Cid Uribe, Miriam Elizabeth, and Francisco Javier Orellana González. "Prácticas basales para enseñar pronunciación del inglés en contextos terciarios de posvirtualidad." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 15, no. 3 (2022): 1–10. https://doi.org/10.37819/revhuman.v15i3.1355.
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The teaching of English pronunciation in a pandemic context at tertiary level was characterized by the absence of face to face student/teacher interaction; although this interaction fosters the learning and improves oral proficiency in a foreign language, the conditions of pandemic affected the teaching-learning process and diminished the speed of internalization of English pronunciation. It is hypothesized that the use of core practices for pronunciation teaching will improve oral competence. The results of this research show that a period of constant, continuous, and measurable formal instruction using core practices will allow the access to the expected oral competence.
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Nguyen, Ho Dang Tuong. "Finding proper pronunciation assessment." SOCIAL SCIENCES 9, no. 2 (2020): 40–47. http://dx.doi.org/10.46223/hcmcoujs.soci.en.8.2.286.2018.
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Pronunciation is an indispensable component of a student’s language competence. However, there has been a lack of a system to help teachers conduct proper assessment or design reliable tests to evaluate their student’s articulation performance in English. This paper presents the atomistic and holistic testing with the aim of contributing to the design of reliable and valid pronunciation tests for English learners.
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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?" Journal of Language Teaching and Research 7, no. 5 (2016): 967. http://dx.doi.org/10.17507/jltr.0705.18.
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One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.
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Umar, Ramilia Laksmi Utari, and Nur Fitriyanti Aspany. "STUDENTS’ PRONUNCIATION SKILL ON THE ABILITY OF SUPRASEGMENTAL AND SEGMENTAL ASPECTS IN ENGLISH PRONUNCIATION." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 5, no. 1 (2024): 314–19. http://dx.doi.org/10.55681/nusra.v5i1.2196.
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This article investigates the correlation between students' overall pronunciation proficiency and their competence in both suprasegmental and segmental aspects of English pronunciation. The study aims to shed light on the interplay between these two fundamental elements and their collective influence on students' pronunciation skills. Employing the qualitative approach, the research draws upon data collected from a diverse language background of the learners, exploring the intricacies of suprasegmental features such as stress, intonation, and rhythm, alongside the segmental elements involving individual sounds, phonemes, and their combinations. The research reveals nuanced insights into the challenges students face in mastering these pronunciation aspects and identifies potential factors contributing to any observed discrepancies. It also delves into the pedagogical implications of addressing both suprasegmental and segmental aspects concurrently in language instruction. The findings contribute to the ongoing discourse on effective pronunciation teaching methodologies and underscore the importance of a holistic approach that integrates suprasegmental and segmental elements to enhance overall pronunciation competence. The research presented herein serves as a valuable resource for enhancing the understanding of the intricate relationship between suprasegmental and segmental aspects in pronunciation, ultimately contributing to the improvement of language teaching and learning practices.
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Rustipa, Katharina, Agnes Widyaningrum, Teguh Kasprabowo, and Yulistiyanti Yulistiyanti. "Text-based approach to teach English diphthongs." EduLite: Journal of English Education, Literature and Culture 7, no. 1 (2022): 111. http://dx.doi.org/10.30659/e.7.1.111-124.
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Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.
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Wang, Juan, Norhakimah Khaiessa Binti Ahmad, Halimah Jamil, and Ramiaida Darmi. "Voices Unveiled: Navigating NNESTs’ Beliefs on Pronunciation Teaching － A Systematic Review." Forum for Linguistic Studies 6, no. 6 (2024): 915–28. https://doi.org/10.30564/fls.v6i6.7561.
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Pronunciation instruction is crucial to English language teaching, significantly impacting communicative competence and language acquisition. In this context, in-service non-native English-speaking teachers (NNESTs) play a pivotal role, although their beliefs regarding pronunciation teaching practices are diverse and complex. This systematic review, conducted in accordance with the PRISMA statement, examines 22 peer-reviewed papers published between 2014 and 2023 to thoroughly explore these beliefs. The reviewed studies predominantly utilized qualitative methods to explore teachers’ perceptions and teaching approaches, and four key themes emerge. First, NNESTs emphasize the importance of pronunciation for communicative competence, shifting focus from native-like pronunciation to intelligibility. Second, pedagogical approaches vary, with many teachers still relying on traditional methods such as drills, despite a growing interest in integrating pronunciation into communicative tasks like role-plays and discussions. Third, significant challenges hinder effective pronunciation instruction, including inadequate teacher training, time constraints, and a lack of suitable teaching materials. Teachers often resort to traditional methods due to these limitations, despite recognizing the need for more interactive strategies. Finally, factors such as teachers’ linguistic backgrounds, sociocultural expectations, and institutional contexts shape their instructional practices. The review emphasizes the need for targeted professional development and institutional policies that support pronunciation teaching. Addressing these issues is crucial for enhancing pronunciation instruction and supporting NNESTs in diverse educational settings.
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Buangam, Poonsak, Saowanee T. Alexander, and Duangdao Phannikul. "Thai EFL Learners’ Self-perceived Pronunciation Competence and their Instructor-rated Performance." rEFLections 25, no. 2 (2018): 149–62. http://dx.doi.org/10.61508/refl.v25i2.166173.
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This paper reports on case study examining relationships between English-as-a-Foreign-Language (EFL) students’ self-perceived pronunciation ability and their performance in an advanced pronunciation course at a Northeastern university in Thailand. The participants were 10 students randomly selected from a pool of 29 students enrolled in the course. The data came from classroom observations, students’ interviews and instructor’s interviews. The findings show that self-perception plays an important role in their pronunciation learning. In some cases, it was related to sociolinguistic factors, especially anxiety. The informants’personality was another important factor related to their language learning behavior and learning outcome.
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Szyszka, Magdalena. "Good English Pronunciation Users and Their Pronunciation Learning Strategies." Research in Language 13, no. 1 (2015): 93–106. http://dx.doi.org/10.1515/rela-2015-0017.
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The study investigates pronunciation learning strategies (PLS) deployed by those with good English pronunciation, as well as their beliefs concerning the variables that affect pronunciation competence. In order to collect data for analysis this study surveyed 61 participants who had learned English as a foreign language. They comprised 28 higher education teachers and scholars specialising in English phonetics and phonology, who were defined as good pronunciation users (GPU), and 33 EFL teacher training students, viewed as average pronunciation learners (APL). This cohort responded to a survey on pronunciation learning strategies and expressed their views on several aspects affecting the L2 pronunciation learning process. These aspects were: age of the first contact with L2 (age of onset), motivation, exposure to the target language, the teacher’s pronunciation model, and learning strategies. The study used both open- and close-ended question formats to collect data from both GPU and APL. The analyses of the data helped to create a tentative profile of a successful L2 pronunciation learner.
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Namozova, Dilnoza Berdimurotovna. "DEVELOPMENT OF PHONETIC COMPETENCE IN CONDITIONS OF ARTIFICIAL MULTILINGUALISM." Innovative Development in Educational Activities 2, no. 11 (2023): 492–96. https://doi.org/10.5281/zenodo.8045728.
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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. Special attention is paid to the interaction of phonetic skills of contacting languages. The result of this interaction is phonetic interference.</em>
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Shobikah, Nanik. "Competences in English." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (2020): 23. http://dx.doi.org/10.33474/j-reall.v1i1.5280.
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This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.
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Almithqal, Eyad Ahmad, and Tomasz John. "Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation." Pedagogical Research 10, no. 1 (2025): em0227. http://dx.doi.org/10.29333/pr/15588.
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This study investigates the technological knowledge (TK) of university lecturers in Jordan concerning the integration of information and communications technology (ICT) tools in teaching English pronunciation. Employing a mixed-methods approach, data were collected through questionnaires and semi-structured interviews to evaluate lecturers’ understanding and use of ICT for pronunciation instruction. The findings indicate moderate competence in technology integration, with nearly half of the participants feeling confident in using ICT for pronunciation teaching. However, a significant percentage reported insufficient knowledge, especially in selecting effective tools. Analysis revealed no statistically significant differences in TK based on gender or teaching experience, suggesting these factors do not influence technological competence. Challenges included limited access to specialized pronunciation software and a reliance on basic tools like PowerPoint and interactive whiteboards. Thematic analysis of interview data highlighted obstacles such as a lack of ICT training, unfamiliarity with pronunciation-specific tools, and difficulties in evaluating tool effectiveness. Many lecturers expressed a need for advanced resources and training, while others relied on peer support to address gaps. This study emphasizes the necessity for enhanced resources and targeted training initiatives to improve ICT integration in pronunciation teaching. Future research should explore strategies to strengthen lecturers’ TK, particularly regarding ICT’s role in higher education contexts.
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Skripnikova, T. I., and A. G. Gevorgyan. "Development of phonetic skills of students in teaching English in a non-linguistic university." Tambov University Review. Series: Humanities 29, no. 4 (2024): 999–1010. http://dx.doi.org/10.20310/1810-0201-2024-29-4-999-1010.
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Importance. The topicality of teaching students the right pronunciation is explained by the fact that phonetic aspect is one of the components of the language competence. The problem of necessity of forming a phonetic competence of students studying a foreign language at a non-linguistic institution is considered. The aim of the study is to consider the difficulties of developing students’ phonetic skills when teaching English in a non-linguistic university, as well as the suggestion of measures to eliminate these difficulties.Materials and Methods. Within the framework of the research, referring to modern scientific sources on the problem posed, the basic difficulties have been revealed, the material related to measures on solving the difficulties of students in the development of pronunciation skills has been systematized and generalized, various measures to eliminate errors and improve pronunciation skills have been proposed.Results and Discussion. The examples of traditional phonetic exercises of varying complexity, as well as innovative ones, the use of which is supposed to improve the pronunciation skills of students, are considered; methods for assessing phonetic skills have been defined.Conclusion. Forming of phonetic competence is an important component of the general language competence of students. By means of a variety of teaching materials, active practice and creating a suitable environment, students can improve their phonetic skills and achieve a higher level of English proficiency. The practical application of the results of the research can be used in teaching English at a non-linguistic university.
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Rula Tahsin Tarawneh. "Exploring the Impact of Pragmatic Competence on the Communicative Competence." Journal of Namibian Studies : History Politics Culture 33 (May 16, 2023): 28–42. http://dx.doi.org/10.59670/jns.v33i.413.
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The ability to use language effectively is critical for communication, and possessing a large vocabulary, perfect pronunciation, and grammatical understanding is not sufficient for fluency in English. Pragmatic competence, which encompasses knowledge of social, cultural, and discourse conventions, is essential for language use success. However, many students lack this competence, which affects their communicative ability. While classroom-based education can enhance the pragmatic development of second language learners, there is little research on the subject. This study aims to explore the impact of pragmatism on communicative ability and highlights the importance of pragmatic competence in language use.
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Prystai, Halyna. "Developing linguistic competence in future English teachers." Bulletin of Luhansk Taras Shevchenko National University. Pedagogical Sciences, no. 1 (2025): 20–28. https://doi.org/10.12958/3083-6514-2025-1-20-28.
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The article explores the development of linguistic competence in future English teachers, focusing on its phonetic, lexical, grammatical, and discourse components. It characterises linguistic competence as essential for both language accuracy and communicative fluency, emphasizing its role in academic, professional, and intercultural contexts. The research highlights the main challenges Ukrainian learners face, including differences in pronunciation, word order, tense usage, articles, and cohesive devices. A comparative analysis of English and Ukrainian linguistic features identifies specific areas requiring targeted instruction. The study demonstrates that a structured, stage-by-stage approach effectively enhances linguistic competence, integrating techniques such as minimal pair drills, phonetic transcription, articulation exercises, and shadowing native speech patterns to improve pronunciation. Lexical competence is developed through vocabulary-building tasks, contextual guessing, and role-playing activities. Grammar competence is strengthened through structured drills, transformation exercises, and communicative tasks that emphasize accuracy and fluency. Discourse competence is advanced by engaging students in discussions, summarizing texts, constructing essays, and practicing cohesive devices for logical text organization. The research proves that combining theoretical knowledge with practical application improves linguistic accuracy and spontaneous speech production. The findings emphasise the importance of explicit instruction, interactive practice, and progressive skill development, ensuring comprehensive proficiency and preparing future teachers to communicate confidently and accurately.
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Nurjamin, Lucky Rahayu. "THE PRIORITIES OF ENGLISH PRONUNCIATION ELEMENTS FOR INDONESIAN JUNIOR HIGH SCHOOL STUDENTS." English Education and Applied Linguistics Journal (EEAL Journal) 3, no. 1 (2020): 16–21. http://dx.doi.org/10.31980/eealjournal.v3i1.850.
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The unclear English pronunciation elements taught to Indonesian junior high school students may cause many different impacts related to the suitable elements of English pronunciation in EFL context. This phenomenon triggers this study to address the relevant elements of English pronunciation for Indonesian junior high school students. In this study, qualitative approach employing library research is chosen as the research methodology. The data are taken from books and journals related to teaching and learning English pronunciation in EFL context, particularly in Indonesian context. As a result, the study reveals that sounds, stress, and intonation are the core competence of English pronunciation that should be taught for junior high school students in Indonesian context.
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Nhi, Nguyen Huynh. "A Study on Native-Like Pronunciation Matters Encountered by Third-Year English Majors at University of Food Industry In Ho Chi Minh City." International Journal of Language Studies (ISSN : 3078 - 2244) 1, no. 1 (2024): 9–16. http://dx.doi.org/10.60087/ijls.v1.n1.002.
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This study investigates the pronunciation challenges faced by third-year English majors at Ho Chi Minh City University of Food Industry (HUFI) in achieving native-like pronunciation. Pronunciation plays a crucial role in effective communication, yet it is often neglected in English language instruction. Using a mixed-methods approach, this research examines the current pronunciation proficiency of students and identifies factors contributing to their difficulties, such as limited exposure to authentic English sounds and insufficient phonetic training. The study also explores strategies to enhance pronunciation, including the use of audiovisual tools, problem-solving techniques, and voice control systems. Cultural awareness and phonological knowledge are highlighted as critical components in improving pronunciation. The findings show that while students recognize the importance of accurate pronunciation, many still struggle with distinguishing English sounds and applying proper intonation and stress patterns. Recommendations are provided to improve pronunciation instruction, focusing on integrating more engaging and systematic pronunciation exercises in the curriculum. The results emphasize the need for targeted pronunciation training to help students develop clear and intelligible English speech, thereby enhancing their overall communicative competence.
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Szyszka, Magdalena. "Foreign language anxiety and self-perceived English pronunciation competence." Studies in Second Language Learning and Teaching 1, no. 2 (2011): 283. http://dx.doi.org/10.14746/ssllt.2011.1.2.7.
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Shamlidi, Evgenij Yuryevich. "ON THE ISSUE OF INTERPRETERS’ PHONETIC COMPETENCE (BASED ON THE ENGLISH LANGUAGE)." Russian Journal of Multilingualism and Education 11, no. 1 (2019): 86–97. http://dx.doi.org/10.35634/2500-0748-2019-11-86-97.
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The article deals with one of the most important aspects of translators’ linguistic competence - their phonetics, since interpreters’ good pronunciation is of great practical value, including enunciation of phonemes, lexemes, intonation, articulation, stress placement, and even voice timbre. The novelty of this research consists in the fact that it is one of the few works analyzing typical pronouncing errors of Russian learners of English - mainly interpreters, but also teachers and other students of English - who use their English for various pragmatic purposes. Linguistic literature is replete with textbooks and teaching aids in theoretical and practical phonetics of the English language highlighting theoretical and practical aspects of forming correct pronunciation habits; however, they do not pay sufficient attention to most common pronouncing errors, i.e. stress misplacement, wrong articulation of vowels, diphthongs, consonants, etc., enforced by the interference of Russian phonetic system. The writer of this article analyses most common errors gleaned in the course of his career of a professional interpreter and university lecturer by drawing on his own experience and that of his colleagues - teachers and interpreters. This research seems topical due to the fact that audiences form their first impression of an English teacher or an interpreter by the proximity of his/her pronunciation to that of native speakers. The writer of this article holds an opinion that an interpreter’s pronunciation is his/her “business card,” allowing for the fact, however, that an interpreter does not have to speak without any foreign accent at all, but if the accent is still there it must not jar on native speakers’ ear; the enunciation has to be clear, distinct, pleasant, without obvious phonetic errors affected by the phonetics of the Russian language. Hopefully this article will help some Russian learners of English correct their pronunciation errors in their mastery of the English language, should those errors be taken notice of
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Mahmood, Rizgar Qasim. "Teaching Pronunciation in EFL Classes: An Investigative Study Among Kurdish EFL Teachers." Mextesol Journal 48, no. 4 (2024): 1–12. http://dx.doi.org/10.61871/mj.v48n4-3.
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Although studies have suggested that pronunciation is key to learning oral skills in a second language, not much research has been conducted to investigate teachers’ cognition in this regard. However, pronunciation significantly affects learners’ communicative competence and performance. Learners of English as foreign language (EFL) or English as a second language (ESL) often indicate that pronunciation is crucial while learning L2. Research results have demonstrated that teaching pronunciation in EFL/ESL classes is often overlooked (Baker & Murphy, 2011; Gilbert, 2008). Therefore, this study explores fifty-seven EFL university teachers’ views and cognition (knowledge, beliefs, thoughts, attitudes, and perceptions) towards teaching pronunciation at different universities in Iraqi Kurdistan and its values in L2 teaching and learning. The participants completed an online survey on teaching and learning pronunciation. The findings suggested that the instructors had positive perceptions of teaching pronunciation, but they also stated that pronunciation was challenging to teach and sometimes boring. This paper provides insights into teacher education, cognition, pronunciation skills, and there are several pedagogical implications.
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Thi Khanh Phuoc, Tran. "NGHIÊN CỨU LỖI PHÁT ÂM CỦA NGƯỜI VIỆT HỌC TIẾNG PHÁP NHÌN TỪ GÓC ĐỘ NGỮ ÂM - ÂM VỊ HỌC". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 5, № 2 (2021): 187–98. https://doi.org/10.63506/jilc.0502.125.
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Pronunciation is the basis for the acquisition and development of language competence, primarily communication skills. Incorrect pronunciation can radically affect learners’ writing skills, and more seriously listening and speaking skills. This research aimed to systematize the pronunciation errors of French-learning Vietnamese from a phonological- phonetic point of view. Data used for the study were collected from the discourses made in the process of teaching and learning, both online and offline. Data were analyzed in four categories: intonation, vowels, consonants and connected speech. The findings indicate that Vietnamese learners of French have committed all four types of errors. Based on the research findings, remedies have been recommended to enhance learners’ pronunciation.
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Stetsko, Iryna, and Oksana Nychko. "PECULIARITIES OF PHONETIC FORMATION ASPECT OF THE ENGLISH LANGUAGE AS A COMMUNICATIVE-LINGUISTIC SUBCOMPETENCY OF STUDENTS-PHILOLOGISTS AT LANGUAGE TRAINING HIGHER EDUCATIONAL INSTITUTION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (2022): 144–49. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-144-149.
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The article is devoted to the substantiation of theoretical aspects of teaching English phonetic competence. Its definitions and its structural components are given. The ways and methods of teaching phonetic competence that favour the development of pronunciation skills as part of the overall process of speech skills and abilities development in the process of learning a foreign language are identified. It has been proven that phonetic skills can be considered to be formed when phonemic hearing developed and connections established between the auditory and acoustic and phonemic aspects of speech, as a result of which the language acquires a sufficient degree of accuracy. A number of prerequisites for successful learning of phonetic material are examined: formation of auditory processing, rhythm and intonational skills, i.e. ability to listen and hear, development of phonemic hearing, pronunciation skills, i.e. automaticity of articulation base of a foreign language, ways of intonation, development of internal speech as a psychophysiological basis for external speech. The research is focused on the stages and content of pronunciation learning, which includes mastering the necessary knowledge of pronunciation of individual sounds and phrases, the formation of automaticity of sounds and sound combination perception, i.e. the shaping of their auditory images, assimilating the mechanisms of sounds and sound combination articulation – the need to get acquainted with intonation, phrasal stress and rhythm of a foreign language. The study aims the importance of adjusting the phonetic skills that the students have already acquired in accordance with the phonetic system of the language under study and the need to supplement it with those elements of pronunciation that are absent in the native language or a second one. The article presents examples of exercises for practice and correct phonetic design of different statement types. Fragments of formation of receptive rhythmic and intonation skills at training ascending and descending intonation to improve professionally oriented phonetic competency are illustrated.
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Eca Wulandari, Hilpi Hilpia, and Anisa Rahma. "Pembelajaran Fonetik Bahasa Indonesia Pada Mahasiswa Asal Sunda." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 1, no. 4 (2023): 37–45. http://dx.doi.org/10.61132/morfologi.v1i4.222.
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This research focuses on improving Indonesian pronunciation for Sundanese students who speak Sundanese. The learning method includes teaching pronunciation with material reading and writing phonetic symbols. Observation is used as a qualitative approach to collect information about pronunciation, with instruments in the form of modules and related documents. The steps involve collecting student responses to learning, as well as using questionnaires to understand their perceptions of the teaching and learning process of Indonesian phonetics. The ultimate goal is to provide competence to students so they can pronounce Indonesian words correctly based on phonetic symbols.
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Chang, Hyung-ji, and Sung Kyu Yun. "A study of international student mentors’ participation in a college English conversation mentoring program in Korea." English Teachers Association in Korea 29, no. 2 (2023): 109–27. http://dx.doi.org/10.35828/etak.2023.29.2.109.
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The purpose of this study was to investigate the effect of mentoring participation of international student mentors in a college English conversation mentoring program in Korea. For the study, 5 international students participated in the English conversation camp as mentors, while 20 Korean students participated in the camp as mentees for 2 weeks. The mentoring program for international student mentors has set for both of mentors and mentees to develop the core competencies such as communicative competency, self-development competency and global competency. The effect of mentoring participation of international student mentors was investigated by mentors' daily reports, reflection papers and pre and post surveys. The mentors’ daily reports were summarized by Word Cloud and showed that international student mentors spent most of mentoring time by doing ‘presentation practice’, ‘cultural exchange activity’ and ‘English pronunciation practice’ for mentees. The survey results indicated that both of mentors and mentees showed the high satisfaction on a mentoring program. International student mentors also mentioned their English competence in speaking has been developed by mentoring participation. In addition, the survey on core competency of participants showed the increase of global competence, communicative competence and self-development competence. The further pedagogical implication is discussed in the study.
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Kunova, Renata. "FOUNDATIONS AND FUTURE DIRECTIONS IN PRONUNCIATION TEACHING: A LITERATURE REVIEW." Slavonic Pedagogical Studies Journal 14, no. 1 (2025): 2–13. https://doi.org/10.18355/pg.2025.14.1.1.
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The English language is known for very complex pronunciation, influencing the overall communicative competence and all four language skills. Perhaps due to the fear of this complexity, teaching pronunciation is often considered daunting and relegated to the background of teaching priorities. This literature review investigates the historical background of pronunciation instruction, updated methodological approaches, and current trends in the area. New studies deal mainly with the use of digital technologies and computer- and mobile-assisted training, Attention is also given to the rising use of artificial intelligence and augmented reality in pronunciation teaching. By linking the theoretical foundations with the empirical findings of this review, the need for continuous efforts for innovation and quality teacher training in the field of pronunciation teaching arises. It is also possible to identify a research gap in the insufficient application of neuroscience findings to pronunciation teaching practice, which calls for future research in this matter.
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Hirci, Nataša. "Investigating trainee translators’ views on the pronunciation of English: a Slovene perspective." Linguistica 57, no. 1 (2017): 93–106. http://dx.doi.org/10.4312/linguistica.57.1.93-106.
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While the importance of excellent pronunciation skills for language professionals is indisputable, research attention has focused mainly on the pronunciation skills of teachers. Nevertheless translators, and even more so interpreters, who are constantly engaged in multi-lingual communication with their clients, face a tough competition in the global market and those with poor pronunciation skills are at a considerable disadvantage. Developing good pronunciation skills is thus an aspect that should not be neglected in the training of translators and interpreters, since it may directly affect their prospects of employment. The paper explores the views of Slovene trainee translators on the pronunciation of English. Their self-perception of English pronunciation skills and expectations concerning their pronunciation are examined by using a questionnaire administered to trainee translators at the University of Ljubljana. The questionnaire results provide an insight into the participants’ perceptions of their attained pronunciation proficiency and their attention to pronunciation instruction. The analysis of the replies reveals that trainee translators view pronunciation as an important element of their speaking proficiency, highlighting the issue of intelligibility as an essential component of communicative competence. The findings raise interesting issues important for pronunciation teaching in translator training, underlining the necessity to identify specific learner needs of future translators and interpreters.
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Ma, Rui. "English Communication for International Teaching Assistants." Journal of International Students 4, no. 2 (2014): 199–201. http://dx.doi.org/10.32674/jis.v4i2.480.
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English Communication for International Teaching Assistants is at extbook written specifically for international teaching assistants (ITAs) working in a typical U.S. undergraduate classroom. An ITA might speak fluently in English with a clear pronunciation, yet the undergraduate students in an US classroom may still have difficulty understanding him or her. High English oral proficiency does notnecessarily lead to an ITA’s communicative competence, which, according to Canale and Swain (1980), includes grammatical competence, sociolinguistic competence, and also strategic competence.
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Qader, Md Abdul, Tanzin Ara Ashraf, Sirajum Monira, Muhammad Asadul Islam, and Mir Rumi Mustafizur Rahman. "Challenges of Pronunciation Practices in the ESL Curriculum within the CLT Framework in Bangladesh: A Systematic Review." World Journal of Education 14, no. 3 (2024): 137. http://dx.doi.org/10.5430/wje.v14n3p137.
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This systematic review explores the challenges of pronunciation in the ESL curriculum within the Communicative Language Teaching (CLT) framework in Bangladesh. Pronunciation, a critical component of language proficiency, often presents significant hurdles for ESL learners. The review highlights key issues such as inadequate teacher training, limited resources, and the influence of native language interference. It also examines the impact of large class sizes and the lack of individualized attention on learners' pronunciation skills. The CLT framework, while promoting communicative competence, sometimes overlooks the explicit teaching of pronunciation, further complicating the acquisition process. This study synthesizes findings from various research articles to provide a comprehensive understanding of these challenges. It underscores the need for targeted professional development for teachers, the integration of technology, and the inclusion of pronunciation-focused activities in the curriculum. By addressing these issues, the ESL curriculum in Bangladesh can better equip learners with the necessary pronunciation skills for effective communication.
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Ramasari, Maria. "Students Pronounciation Error Made in Speaking for General Communication." Linguistic, English Education and Art (LEEA) Journal 1, no. 1 (2017): 37–48. http://dx.doi.org/10.31539/leea.v1i1.32.
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This qualitative research described students pronunciation error mostly appeared in speaking for general communication class. The participants were the first semester students. This research was descriptive method. It involved describing, analyzing, and interpreting of condition that existed. In collecting the data, the researcher used documentation. Based on the result of data analysis, it could be concluded that students made of three types of pronunciation error. The pronunciation errors were pre systematic error, systematic error, and post systematic error. Furthermore, the students dominant error made was pre systematic error. The errors of students made were caused by three sources of students competence error in learning English as Foreign Language. They were interference error, intra lingual error, and developmental error.
 Key words: pronunciation, error, speaking for general communication.
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Noviyanti, Sari Dewi. "The Development of Spell Checker Android Application to Improve Students’ Pronunciation of English Education Department, IAIN Jember." IJET (Indonesian Journal of English Teaching) 9, no. 2 (2020): 141–47. http://dx.doi.org/10.15642/ijet2.2020.9.2.141-147.
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Pronunciation and vocabulary are important elements of language so a communication will be difficult if the speaker cannot pronounce the elements or words accurately. However, in learning in class, limited time causes lecturers to have difficulty checking the pronunciation of English students one by one. So that technology is needed to improve students’ pronunciation competence independently and measurably. This study aims to develop a spell checker application that is integrated with the lecture module. This application aims to improve the English pronunciation ability of students independently and measurably so as to save time. The research method is a design and development method with 6 stages. The product validation results showed that this application is feasible to use with the acquisition of a feasibility percentage of 89%.
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Khairuddin, Khairuddin. "Vlog Task Accompanied with Individualized Pronunciation and Grammar Feedbacks Improve Speaking Ability." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 3 (2022): 4994–5000. http://dx.doi.org/10.31004/edukatif.v4i3.3061.
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Speaking plays both roles as process and objective of learning in language classroom aimed at preparing future communication competence of students. Using Vlog as speaking activities to demonstrate ideas and knowledge can be recreational for the millennial generation. However, grammatical forms and pronunciation accuracy are often neglected areas in such tasks, hence students’ grammatical competence and pronunciation accuracy are not as well developed as their fluency in speaking. The current study innovated to combine Vlog-speaking activities with individualized pronunciation and grammar feedbacks from the teacher in order to not just elevate the millennial students’ Vlog talk performance, but also increase wellness of grammatical forms, accuracy of pronunciation, and clarity of content, hence boost higher confidence. The study measured the effectiveness of this holistic instruction in improving students’ English public speaking skill, and investigated how the students perceived the Vlog task, the individualized grammar feedback, and pronunciation feedback from the teacher. Sixty-two students of health from two equal intact classes at Politeknik Kesehatan Malang were involved as experimental and control groups in the quasi-experiment study. The result of statistical analysis showed that the speech performance of the experimental students was significantly higher than the conventional lecture-treatment control group. In addition, the experimental students’ products of speech seemed to be very creative, fun, and attractive. The results also showed that students had very positive perspectives towards Vlog task although challenging because they felt it could develop their English communication skills
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Sun, Xiaohui. "Action Research on Improving Chinese Normal English Majors’ Pronunciation Competence." International Journal of Communication and Linguistic Studies 15, no. 2 (2017): 13–19. http://dx.doi.org/10.18848/2327-7882/cgp/v15i02/13-19.
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