Relevant bibliographies by topics / Pronunciation Errors

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

Academic literature on the topic 'Pronunciation Errors'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Pronunciation Errors"

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Ganie, Rohani, Wahyu Maulana, and Rahmadsyah Rangkuti. "ERRORS IN PRONOUNCING ENGLISH PHONEMES: A PRAAT ANALYSIS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 1 (July 5, 2019): 49–63. http://dx.doi.org/10.30743/ll.v3i1.1216.

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This article is concerned with a study of pronunciation errors made by students of English Literature Department, Faculty of Cultural Sciences, University of Sumatera Utara. The scope is limited to the study of error analysis in the pronunciation of English phonemes. The participants of this study were two students of the department with Acehnese background. In this study, the electronic software called Praat was used as an instrument in the analysis of speech sounds of the participants. The purpose of this study was to find out the dominant errors of the pronunciation of English phonemes made by the participants. The data were derived from the pronunciations of English phonemes which were recorded and transcribed in the International Phonetic Alphabet (IPA) as in Katamba (1996: 13). The standard value of the pronunciation of English phonemes was adopted from Cambridge Advanced Learner’s Dictionary. The quality of the pronunciations of the participants was described in graphs and the results were shown in percentage as given in tables and charts.
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Akbar Khansir, Ali, and Afsaneh Salehabadi. "Study of Consonant Pronunciations Errors Committed by EFL Learners." English Literature and Language Review, no. 55 (May 15, 2019): 48–56. http://dx.doi.org/10.32861/ellr.55.48.56.

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As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.
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Rifai, Muhammad, and Toto Suharto. "THE ERROR ANALYSIS OF ARABIC PRONUNCIATION OF STUDENTS CHOIR IN SINGING QASIDAH BUSYRA LANA." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 7, no. 1 (June 4, 2020): 98–114. http://dx.doi.org/10.15408/a.v7i1.14629.

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The article discusses the analysis of errors in the pronunciation of Arabic letters in members of the IAIN Surakarta’s PSM. This study describes: 1) the form of errors in the pronunciation of Arabic letters; and 2) factors causing the occurrence of pronunciation errors in Arabic letters. The method used is a descriptive qualitative method by analyzing the pronunciation errors in singing Qasidah songs. The research findings that 1) The form of pronunciation mistakes made on al-halaq (ع) mistakes made by respondents in the pronunciation of Arabic letters amounted to 6 errors. 2) Forms of pronunciation errors in al-lisan (ش، ض، ط، ص), pronunciation mistakes made amounted to 2-6 errors. Causes of errors or difficulties in pronouncing the letters al-halaq (throat) and al-lisan (tongue), among others: 1) The influence of mother tongue or first language. 2) Lack of reading practice. 3). There are still many members who aren’t graduated from Islamic boarding schools. These findings can be concluded the misreading of the Arabic letters in singing Qasidah, occurs due to the limitations of the IAIN Surakartas PSM members in pronouncing Arabic pronunciations and still being influenced by the mother tongue and limitations in adding material about pronunciation related to Arabic.
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Alaga, Nathalie Ann Cabonce. "ESL Learners’ English Pronunciation Errors: A Systematic Error rather than Accidental." Journal of English Language and Literature 6, no. 2 (October 31, 2016): 464–69. http://dx.doi.org/10.17722/jell.v6i2.302.

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ESL learners of English language encounter problems in producing correct pronunciation of the English words. This study determined the pronunciation errors on English vowel, consonant and digraph sounds among BS Psychology students. This study employed face – to – face oral pronunciation test. Mispronunciation was looked into as a result of the interference of L1 pronunciation. L1 phonological sounds have fossilized in the phonological knowledge of the ESL learners. Lastly, the spelling structure of the words gives confusion to the learners to pronounce the words. This concluded that pronunciation errors are systematic. This also led to a recommendation that teaching pronunciation should be given an intensive focus for enhancing the pronunciation errors and difficulty of the ESL learners.
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Budiman, Mutiana, and Ikeu Kania. "THE ANALYSIS OF STUDENTS’ PRONUNCIATION ERRORS IN READING ALOUD." JETLe (Journal of English Language Teaching and Learning) 1, no. 1 (October 31, 2019): 17. http://dx.doi.org/10.18860/jetle.v1i1.7761.

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It was aimed to identify students’ pronunciation errors in reading aloud by finding out how far the students’ pronunciation errors in reading aloud and kind of words which are pronounced by the students through reading aloud. Qualitative method was used to find out the fact and the evidence of students’ pronunciation errors in reading aloud. The observation and the interview were conducted to explore the student’s experience and their problems in pronouncing English.The findings revealed that there were satisfactory results proved that the students made pronunciation errors in six part of speech; Nouns, Verbs, Adjectives, Adverbs, Prepositions and Conjunction. It was found that 26 pronunciation errors in noun (26.8%), 49 pronunciation errors in verb (50.5%), 6 pronunciation errors in adjective (6.2%), 12 pronunciation errors in adverb (12.4%), 3 pronunciation errors in preposition (3.1%) and 1 pronunciation error in conjunction (1.03%) from 7 students who had read the same narrative text. The reasons why the students made errors in pronouncing the words were the students have difficulties in pronouncing and spelling the words with affixes and prefixes in consonants, vowels, and diphtongs. They are: upon, aunt, lived, died,answered, knocked, cottage, dwarf, enough.
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Isbell, Daniel R., Ok-Sook Park, and Kyujin Lee. "Learning Korean pronunciation." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 13–48. http://dx.doi.org/10.1075/jslp.17010.isb.

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Abstract This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner accentedness and comprehensibility, and learner productions were analyzed for phonological errors. Beginners’ accentedness, comprehensibility, and error rates improved regardless of receiving instruction. For intermediates, the control group showed no development in comprehensibility or accentedness, while the treatment group trended toward increased comprehensibility. Intermediate students showed minimal improvements in phonological error rates. L1 had a negligible impact on accentedness and comprehensibility, but Chinese-speaking students committed more syllable-structure errors. Associations between phonological errors and comprehensibility/accentedness varied by outcome task and L1.
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Maharani, Ida Ayu, I. Wayan Pastika, and Ni Luh Ketut Mas Indrawati. "An Analysis of Pronunciation Errors Made by Medical Students at S&I Learning Centre." RETORIKA: Jurnal Ilmu Bahasa 6, no. 2 (October 29, 2020): 105–12. http://dx.doi.org/10.22225/jr.6.2.2527.105-112.

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This study discusses about pronunciation errors made by medical students at S&I Learning Centre. The study aims to describe the types of pronunciation errors found in students' utterances using descriptive qualitative method. The subject are medical students at S&I Learning, meanwhile the object of this exploration are students' utterances in English. The data was collected through audio recording and then those was analysed by using theory proposed by Corder by classifying errors into three types. The results show that the sorts of pronunciation errors created by medical student and 2) the cause of pronunciation errors produced by medical students. Students’ pronunciation errors are also classified into three types. Those are interference errors, intralingual errors, and developmental errors. In speaking, teacher and students had their effect to each other. The teacher has duties to assess and address the error of students by addressing the errors produced by learners permanently, particularly at the time when they drilled and practiced the correct pronunciation in speaking skill. In addition, students too should be more dynamic in surveying and correcting the pronunciation themselves. They have to create and improve their pronunciation capacity by appreciating the hypothetical about legitimate phonological. In accordance with this reason, it is necessary to apply an appropriate learning model to reduce pronunciation errors produced by students.
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Pratiwi, Desy Riana, and Lia Maulia Indrayani. "Pronunciation Error on English Diphthongs Made by EFL Students." TEKNOSASTIK 19, no. 1 (January 28, 2021): 24. http://dx.doi.org/10.33365/ts.v19i1.486.

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This research addresses pronunciation errors of English diphthongs made by EFL students. The data were collected from pronunciation recordings of 9 post-graduate students who were studying linguistics in the second year. Three of the respondents were male and 6 female students. Studies show that different backgrounds and cultures affect sounds and sound styles as they are related to pronunciation or language styles. The purpose of this research was to analyze and describe the pronunciation errors of English diphthongs made by EFL students. Diphthong is divided into two types, namely GA (General American) and SSBE (Standard Southern British English) or commonly referred to as British accent. To collect the data, the researchers recorded students’ pronunciations using a smartphone. The data collected were then analyzed by employing qualitative and quantitative descriptive methods. The results show that 4 students used SSBE diphthong accent and 5 used GA diphthong accents. In this analysis, there were also 4 students who made pronunciation errors in pronouncing [eɪ], [ɛə], [ʊə] and [aɪ] diphthongs, 3 students had problems about [aʊ] and 2 students mispronounced [oʊ] diphthong.
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TSUBOTA, YASUSHI, MASATAKE DANTSUJI, and TATSUYA KAWAHARA. "An English pronunciation learning system for Japanese students based on diagnosis of critical pronunciation errors." ReCALL 16, no. 1 (May 2004): 173–88. http://dx.doi.org/10.1017/s0958344004001314.

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We have developed an English pronunciation learning system which estimates the intelligibility of Japanese learners' speech and ranks their errors from the viewpoint of improving their intelligibility to native speakers. Error diagnosis is particularly important in self-study since students tend to spend time on aspects of pronunciation that do not noticeably affect intelligibility. As a preliminary experiment, the speech of seven Japanese students was scored from 1 (hardly intelligible) to 5 (perfectly intelligible) by a linguistic expert. We also computed their error rates for each skill. We found that each intelligibility level is characterized by its distribution of error rates. Thus, we modeled each intelligibility level in accordance with its error rate. Error priority was calculated by comparing students' error rate distributions with that of the corresponding model for each intelligibility level. As non-native speech is acoustically broader than the speech of native speakers, we developed an acoustic model to perform automatic error detection using speech data obtained from Japanese students. As for supra-segmental error detection, we categorized errors frequently made by Japanese students and developed a separate acoustic model for that type of error detection. Pronunciation learning using this system involves two phases. In the first phase, students experience virtual conversation through video clips. They receive an error profile based on pronunciation errors detected during the conversation. Using the profile, students are able to grasp characteristic tendencies in their pronunciation errors which in effect lower their intelligibility. In the second phase, students practise correcting their individual errors using words and short phrases. They then receive information regarding the errors detected during this round of practice and instructions for correcting the errors. We have begun using this system in a CALL class at Kyoto University. We have evaluated system performance through the use of questionnaires and analysis of speech data logged in the server, and will present our findings in this paper.
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Wangi, Wulan, and Dzicky Amiq Nudiya. "THE ANALYSIS OF PRONUNCIATION ERROR ON ENGLISH DIPHTHONGS MADE BY CERTIFIED TOUR GUIDES." Academic Journal Perspective : Education, Language, and Literature 8, no. 2 (November 30, 2020): 98. http://dx.doi.org/10.33603/perspective.v8i2.4244.

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As a rule, the tour guides speak English to introduce and describe the tourism object to the foreign tourist. The communication between tour guides and tourists should be worked without any obstruction to avoid misunderstanding. However, the pronunciation error on English diphthongs still occurred when the tour guides spoke English with the tourist. The objectives of this study were 1) analysing the types of pronunciation error on English diphthongs made by certified tour guides, 2) finding the most difficult English diphthongs made by certified tour guides, and 3) identifying the reasons of the pronunciation error on English diphthongs made by certified tour guides. The research method was descriptive qualitative. The researcher used four steps in collecting the data, they were recording, questionnaire, observation, and documentation. The respondents of this research were five certified guides. The research result showed that pronunciation error on English diphthongs made by certified guide was 120 errors (76 errors in substitution and 44 errors in omission). The highest pronunciation error was [??] diphthong and it occurred 45 times. The certified tour guides did not aware that they make pronunciation error. They had conversation in English with the foreign tourist but they had less time in learning pronunciation with native or competent person in English. The certified tour guides need to improve their English quality through learning more about pronunciation with the expert to minimize their pronunciation error on English diphthongs.
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Dissertations / Theses on the topic "Pronunciation Errors"

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Centerman, Sofi, and Felix Krausz. "Common L2 Pronunciation Errors." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32834.

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The present study focuses on students at two Swedish secondary schools and the pronunciation errors that are the most prominent during reception and production of specific speech sounds. The primary focus of this degree paper is to establish whether or not certain speech sounds such as e.g. the /tʃ/ sound, which do not occur in the Swedish language in initial position are difficult or not and whether or not they act as an obstacle for Swedish students learning English as their L2. The aim was to establish which specific pronunciation errors that occurred in the L2 language classroom. Since this was the aim, primarily quantitative studies were carried out at two secondary schools in southern Sweden. The results from the four different tests show that the tested Swedish L2 students seem to have a greater difficulty with speech sounds placed in initial position than in final position of a specific word. According to this degree paper this is due to the fact that the Swedish language does not have an equivalent to the difficult speech sound in initial position, therefore making it difficult and often resulting in negative transfer from the L1. Furthermore, the English sounds that posed the biggest problems for the students were ones that sometimes can be found in the Swedish language. These sounds were very similar to native sounds creating a challenge for the Swedish students when perceiving and producing the English sounds. However, it was shown that when these sounds were presented in a context, they proved to be less challenging for the students to receive and produce. Moreover, although the syllabus only mentions that communication should be functional, there still needs to be an element of focus on form in order to become a proficient language user.
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Bakar, Zulgarnain Abu. "Learners' perceptions of alternative types of error correction for pronunciation errors." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538606.

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Binturki, Turki A. "Analysis of pronunciation errors of Saudi ESL learners /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594494161&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.A.)--Southern Illinois University Carbondale, 2008.
"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (p. 74-80). Also available online.
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Norell, Pia. "Native-speaker reactions to Swedish pronunciation errors in English : recognition, intelligibility and attitude." Doctoral thesis, Stockholms universitet, Engelska institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80477.

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Katsuva, N. "An analysis of pronunciation errors in the acquisition of English by Nande native speakers." Thesis, University of Essex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379391.

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Duan, Richeng. "Acoustic-articulatory DNN Model based on Transfer Learning for Pronunciation Error Detection and Diagnosis." Kyoto University, 2018. http://hdl.handle.net/2433/235111.

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PETTERSSON, JENNY. "Elever måste få göra fel för att göra rätt : Hur korrigerar lärare uttalsvariationer i engelsk språkinlärning i årskurs 4 - 6?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104775.

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Syftet med denna litteraturstudie är att ta reda på vad den senaste forskningen säger om lärares korrigering av uttal hos elever i engelskundervisningen. Detta är viktigt då eleverna behöver ett funktionellt tal för att göra sig förstådda på målspråket och vissa uttalsfel kan försvåra begripligheten. Studien är baserad på sju artiklar som valts ut genom sökning i databaser. Artiklarna har systematiskt analyserats genom att ett kategoriseringsschema skapats med olika begrepp för att kunna identifiera mönster. Förr i tiden skulle alla fel alltid korrigeras eftersom målet var att uppnå ett modersmålsliknande uttal. På grund av alla olika modersmål och dialekter är detta i stort sett omöjligt och därför har man kommit fram till att det viktigaste är att eleverna förvärvar ett begripligt, funktionellt tal. Det ställs höga krav på lärare då de ofta ställs inför svåra dilemman. Lärare måste många gånger fatta snabba beslut angående vilken typ av feedback de ska ge sina elever vid uttalsfel i engelska. Det kan vara svårt att veta hur mycket och när lärare ska korrigera elevernas fel och vad är det egentligen som ska korrigeras. Resultatet påvisade många strategier för korrigering men att alla inte är så effektiva. Det bästa för eleverna är en trygg lärmiljö och att försöka framkalla självkorrigering genom att läraren ställer frågor och uppmanar eleverna till att tänka själva och komma fram till rätt svar. Detta kräver att eleverna har goda kunskaper om språkregler vilket även ställer krav på lärare att introducera dessa i de tidiga åldrarna. Lärare måste också analysera vilka fel eleverna gör för att kunna korrigera dem så effektivt som möjligt. Eleverna kan göra fel men också misstag. Fel ska hanteras direkt när de uppstår, det krävs även då en förklaring för att eleverna ska förstå språkreglerna. Misstag kan ignoreras då det oftast handlar om felsägningar. Det framkom även i studien att många lärare känner en osäkerhet om intonation och betoning men som är mycket viktigt för att ord ska få rätt betydelse. Att ge feedback och korrigera elevernas uttal är inte enkelt och kan vara väldigt känsligt. Därför är det viktigt att lärare är medvetna om hur effektiva deras korrigeringstekniker är och hur dessa tas emot av eleverna.
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Barbosa, Josà Roberto Alves. "Abordagem do professor de inglÃs em relaÃÃo aos "erros" de pronÃncia dos aprendizes." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2396.

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nÃo hÃ
A pronÃncia sempre esteve na pauta das discussÃes do ensino/aprendizado de lÃnguas. Na conjuntura atual, marcada pela necessidade de rupturas paradigmÃticas (KUHN, [1970] 1998) na proposta do ensino de inglÃs como lÃngua internacional (PHILLIPSON, 1992; PENNYCOOK, 1994; CRYSTAL, 1997, 2006), percebemos um tratamento bastante singular em relaÃÃo à aquisiÃÃo da pronÃncia, cujas metas consideram a tolerÃncia e a diversidade lingÃÃstica (JENKINS, 2000). A partir dessa perspectiva, e em virtude de suas implicaÃÃes para o ensino/aprendizado da lÃngua, objetivamos, com este trabalho, analisar a abordagem do professor brasileiro bilÃngÃe de inglÃs, em relaÃÃo aos âerrosâ de pronÃncia dos aprendizes. Para essa investigaÃÃo, partimos do conceito de abordagem, conforme proposto por Almeida Filho (1993; 1999), baseado na noÃÃo de habitus de Bourdieu (1991). A pesquisa se inscreve em um paradigma interpretativista/qualitativa de investigaÃÃo (TRIVIÃOS, 1987; ANDRÃ, 1998 e MOITA LOPES, 1994), de cunho etnogrÃfico (MOITA LOPES, 1996), que se propÃe à identificaÃÃo de como os sujeitos constroem e percebem os significados na interaÃÃo sociolingÃÃstica. Para a realizaÃÃo desse estudo, contamos com a colaboraÃÃo de quatro professores de inglÃs, do Curso de Letras, de uma determinada instituiÃÃo de ensino superior. ApÃs contato prÃvio, esses se dispuseram, de bom grado, a responder a um questionÃrio e a terem suas aulas gravadas para anÃlise posterior. A fim de ter uma representaÃÃo mais ampla da questÃo, apÃs a coleta, confrontamos, o posicionamento dos professores com a do material didÃtico por eles utilizado. A pesquisa revelou a existÃncia da tendÃncia dos professores em buscar uma pronÃncia âperfeitaâ, para os aprendizes, cuja meta se baseia na imitaÃÃo de um suposto padrÃo âamericanoâ e/ou âbritÃnicoâ do inglÃs. Os âerrosâ comumente abordados, e observados em sala de aula, sÃo, basicamente, os de inserÃÃo, substituiÃÃo e generalizaÃÃo de sons, prioritariamente, os segmentais. No nÃvel suprasegmental, em virtude de sua dificuldade de sistematizaÃÃo, o âerroâ que recebe alguma atenÃÃo dos professores à o da transferÃncia do acento lexical. Quando comparamos a abordagem do professor, com a do material didÃtico, observamos que este se concentra na imitaÃÃo dos sons suprasegmentais, enquanto que, os professores, enfatizam os segmentais. Observamos, tambÃm, que hà um distanciamento, pelo menos de trÃs dos quatro professores, da proposta de ensino/aprendizado da pronÃncia do inglÃs como lÃngua internacional. Resultante dessa abordagem acrÃtica, observamos ainda a ausÃncia de um posicionamento que perceba, nos supostos âerrosâ de pronÃncia dos aprendizes, a possibilidade de empoderamento social (FAIRCLOUGH, 1989), que aponte para aspectos identitÃrios (CASTELLS, 1999) no processo de construÃÃo da contradiscursividade (PEIRCE, 1995) dos falantes bilÃngÃes. Permanece, portanto, a antiga reproduÃÃo da crenÃa de que os alunos que nÃo sÃo capazes de imitar o falante monolÃngÃe sÃo lingÃisticamente deficientes.
Pronunciation has always been an important issue in language teaching and learning. Nowadays, in the search for a paradigmatic change (KUHN, 199) as a proposal for English teaching as an International Language (PHILLIPSON, 1992; PENNYCOOK, 1994; CRYSTAL, 1997, 2006), we have seen a distinct perception in relation to pronunciation acquisition which takes into account aspects such as tolerance and diversity (JENKINS, 2000). From this perspective, and due the implication of it in language teaching and learning, we intend, with this work, to analyze English teacher/professorâs approach, associated to learnersâ pronunciation âerrorsâ. In order to perform this investigation, we have considered the concept of approach as presented by Almeida Filho (1993; 1999) based on Bourdieuâs (1991) habitus conception. The research is allied to an interpretativist/qualitative paradigm of research (TRIVIÃOS, 1987; ANDRÃ, 1998 and MOITA LOPES, 1994), with an ethnographical tendency (MOITA LOPES, 1996), which aims at identifying how subjects negotiate and realize meaning in sociolinguistic interaction. To accomplish this study, we have counted with the collaboration of four English teachers/professors, of a Letras Course, in a specific university institution. After a previous contact, those teachers have accepted promptly to respond to a questionnaire and to have their classes recorded for posterior analysis. In order to have a wider representation of the situation, after collecting the material, we have confronted the didactic material used in classroom with teacher/professorâs positions. The research has revealed the existence of a strong predisposition, of those teachers, in achieving, for the learnersâ, a âperfectâ pronunciation, based on the imitation of a supposed English âAmericanâ or/and âBritishâ ânativeâ speaker. The âerrorsâ commonly approached and observed in classroom, are, basically, those of insertion, substitution and overgeneralization of segmental sounds. In the suprasegmental level, due to its difficult of systematicity, the âerrorâ that has a special consideration in classroom, by these teachers, is the lexical accent transfer. When we compared teacher/professorâs approach with that of the didactic material, we have observed that the last emphasizes the imitation of suprasegmental sounds while the teachers/professors are more preoccupied with segmental imitation. We have also realized that three, of the four teachers, have no awareness of a pronunciation approach in English teaching as an International Language. Those teachers/professors do not have a critical view which views, in learnersâ âerrorsâ, the possibility of empowering them (FAIRCLOUGH, 1989), and the recognition of âerrorsâ as identity markers (MOITA LOPES, 1998) in association with a counterdiscursive perspective on interlanguage pronunciation (PEIRCE, 1995). We have observed the reproduction of the antique belief that those learners who are not able to imitate the monolingual English speaker are linguistically deficient.
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Adaros, S. Javiera, M. Consuelo Gajardo, G. Ximena Galaz, M. Macarena Herrera, L. Jeannette Morales, M. María Paz Moya, M. Daniela Sánchez, P. Marianne Sánchez, and B. Daniela Ubilla. "Phonological contrastive analysis and error analysis, and their contribution to the elaboration of a pronunciation teaching software." Tesis, Universidad de Chile, 2007. http://repositorio.uchile.cl/handle/2250/110450.

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This thesis was based upon an interdisciplinary research project “Information and Communication Technologies” (ICT‘s) for Language Learning and Edutainment in Internet a , FONDEF D05I-10243), where we could apply our knowledge about Error Analysis and focus our attention on five of the phonological processes that occur when Chilean-Spanish native speakers from Santiago, attempt to pronounce words in English. We noticed how important the teaching of phonetics is when learning a foreign language, English in this case and how it has been treated by the current trends in teaching foreign languages, which leaves it aside or ignores it. According to different studies, ¯formal phonological instruction results in improved student accuracy of pronunciation. For this reason, we thought our participation in the project mentioned above as a crucial contribution to the development of a software for secondary-school students to practise the English they learn in the classroom. We were aware of the fact that we could not demand much from their pronunciation, but we also knew that it was important to emphasise the allophonic differences that many times change the meaning of a word, so we agreed on the criteria used to work on the samples that we got from the project. From here, we decided to start our own research on the words recorded by a certain group of speakers. According to theories on Error Analysis (EA), the errors made by the speakers are considered to be a useful device in the process of Second Language Acquisition, and by doing our research, we will attempt to provide examples of these errors and how they affect the intelligibility of a word. At the same time, and as a way to complement our investigation, we considered some aspects of Interlanguage that are rarely taken into account when dealing with SLA and phonetics, mainly the psycholinguistic processes which help the development of the learners‘ interlanguage. As it was said before, we will want to highlight the importance of the allophonic features of words uttered by native Chilean-Spanish speakers and the possible errors they will make by doing so.
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Barbosa, José Roberto Alves. "Abordagem do professor de inglês em relação aos "erros" de pronúncia dos aprendizes." www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/8873.

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BARBOSA, José Roberto Alves. Abordagem do professor de inglês em relação aos "erros" de pronúncia dos aprendizes. 2007. 213f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2007.
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Pronunciation has always been an important issue in language teaching and learning. Nowadays, in the search for a paradigmatic change (KUHN, 199) as a proposal for English teaching as an International Language (PHILLIPSON, 1992; PENNYCOOK, 1994; CRYSTAL, 1997, 2006), we have seen a distinct perception in relation to pronunciation acquisition which takes into account aspects such as tolerance and diversity (JENKINS, 2000). From this perspective, and due the implication of it in language teaching and learning, we intend, with this work, to analyze English teacher/professor’s approach, associated to learners’ pronunciation “errors”. In order to perform this investigation, we have considered the concept of approach as presented by Almeida Filho (1993; 1999) based on Bourdieu’s (1991) habitus conception. The research is allied to an interpretativist/qualitative paradigm of research (TRIVIÑOS, 1987; ANDRÉ, 1998 and MOITA LOPES, 1994), with an ethnographical tendency (MOITA LOPES, 1996), which aims at identifying how subjects negotiate and realize meaning in sociolinguistic interaction. To accomplish this study, we have counted with the collaboration of four English teachers/professors, of a Letras Course, in a specific university institution. After a previous contact, those teachers have accepted promptly to respond to a questionnaire and to have their classes recorded for posterior analysis. In order to have a wider representation of the situation, after collecting the material, we have confronted the didactic material used in classroom with teacher/professor’s positions. The research has revealed the existence of a strong predisposition, of those teachers, in achieving, for the learners’, a “perfect” pronunciation, based on the imitation of a supposed English “American” or/and “British” “native” speaker. The “errors” commonly approached and observed in classroom, are, basically, those of insertion, substitution and overgeneralization of segmental sounds. In the suprasegmental level, due to its difficult of systematicity, the “error” that has a special consideration in classroom, by these teachers, is the lexical accent transfer. When we compared teacher/professor’s approach with that of the didactic material, we have observed that the last emphasizes the imitation of suprasegmental sounds while the teachers/professors are more preoccupied with segmental imitation. We have also realized that three, of the four teachers, have no awareness of a pronunciation approach in English teaching as an International Language. Those teachers/professors do not have a critical view which views, in learners’ “errors”, the possibility of empowering them (FAIRCLOUGH, 1989), and the recognition of “errors” as identity markers (MOITA LOPES, 1998) in association with a counterdiscursive perspective on interlanguage pronunciation (PEIRCE, 1995). We have observed the reproduction of the antique belief that those learners who are not able to imitate the monolingual English speaker are linguistically deficient.
A pronúncia sempre esteve na pauta das discussões do ensino/aprendizado de línguas. Na conjuntura atual, marcada pela necessidade de rupturas paradigmáticas (KUHN, [1970] 1998) na proposta do ensino de inglês como língua internacional (PHILLIPSON, 1992; PENNYCOOK, 1994; CRYSTAL, 1997, 2006), percebemos um tratamento bastante singular em relação à aquisição da pronúncia, cujas metas consideram a tolerância e a diversidade lingüística (JENKINS, 2000). A partir dessa perspectiva, e em virtude de suas implicações para o ensino/aprendizado da língua, objetivamos, com este trabalho, analisar a abordagem do professor brasileiro bilíngüe de inglês, em relação aos “erros” de pronúncia dos aprendizes. Para essa investigação, partimos do conceito de abordagem, conforme proposto por Almeida Filho (1993; 1999), baseado na noção de habitus de Bourdieu (1991). A pesquisa se inscreve em um paradigma interpretativista/qualitativa de investigação (TRIVIÑOS, 1987; ANDRÉ, 1998 e MOITA LOPES, 1994), de cunho etnográfico (MOITA LOPES, 1996), que se propõe à identificação de como os sujeitos constroem e percebem os significados na interação sociolingüística. Para a realização desse estudo, contamos com a colaboração de quatro professores de inglês, do Curso de Letras, de uma determinada instituição de ensino superior. Após contato prévio, esses se dispuseram, de bom grado, a responder a um questionário e a terem suas aulas gravadas para análise posterior. A fim de ter uma representação mais ampla da questão, após a coleta, confrontamos, o posicionamento dos professores com a do material didático por eles utilizado. A pesquisa revelou a existência da tendência dos professores em buscar uma pronúncia “perfeita”, para os aprendizes, cuja meta se baseia na imitação de um suposto padrão “americano” e/ou “britânico” do inglês. Os “erros” comumente abordados, e observados em sala de aula, são, basicamente, os de inserção, substituição e generalização de sons, prioritariamente, os segmentais. No nível suprasegmental, em virtude de sua dificuldade de sistematização, o “erro” que recebe alguma atenção dos professores é o da transferência do acento lexical. Quando comparamos a abordagem do professor, com a do material didático, observamos que este se concentra na imitação dos sons suprasegmentais, enquanto que, os professores, enfatizam os segmentais. Observamos, também, que há um distanciamento, pelo menos de três dos quatro professores, da proposta de ensino/aprendizado da pronúncia do inglês como língua internacional. Resultante dessa abordagem acrítica, observamos ainda a ausência de um posicionamento que perceba, nos supostos “erros” de pronúncia dos aprendizes, a possibilidade de empoderamento social (FAIRCLOUGH, 1989), que aponte para aspectos identitários (CASTELLS, 1999) no processo de construção da contradiscursividade (PEIRCE, 1995) dos falantes bilíngües. Permanece, portanto, a antiga reprodução da crença de que os alunos que não são capazes de imitar o falante monolíngüe são lingüisticamente deficientes.
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Books on the topic "Pronunciation Errors"

1

University of Southern California. Rossier School of Education, ed. Correcting errors in pronunciation: A resource manual for ESL,EFL teachers. Los Angeles, Calif: Figueroa Press, 2008.

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1930-, Arias Augusto, ed. Breve catálogo de errores. I. Municipio de Ambato: Dpto. Municipal de Cultura, 1985.

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Norell, Pia. Native-speaker reactions to Swedish pronunciation errors in English: Recognition, intelligibility and attitude. Stockholm, Sweden: Almqvist & Wiksell, 1991.

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Witold, Kochański, and Markowski Andrzej, eds. O dobrej i złej polszczyźnie. Warszawa: Wiedza Powszechna, 1985.

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Skvort͡sov, Lev Ivanovich. Kulʹtura russkoĭ rechi: Slovarʹ-spravochnik. Moskva: Izd-vo "Znanie", 1995.

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ʻUmar, Aḥmad Mukhtār. Akhṭāʾ al-lughah al-ʻArabīyah al-muʻāṣirah ʻinda al-kuttāb wa-al-idhāʻīyīn. al-Qāhirah: ʻĀlam al-Kutub, 1991.

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Kugŏ oryu punsŏk. Sŏul Tʻŭkpyŏlsi: Hanʼguk Munhwasa, 2003.

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Chang jian wu du zi bian xi shou ce. Beijing: Zhongguo he ping chu ban she, 1998.

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Kugŏ chŏngsŏpŏp: Uri mal paro ssŭgi ŭi iron kwa silche. Pusan Kwangyŏksi: Sejong Chʻulpʻansa, 2008.

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Zheng shi Zhong wen. Xianggang: San lian shu dian (Xianggang) you xian gong si, 2010.

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Book chapters on the topic "Pronunciation Errors"

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Porzuczek, Andrzej. "Handling Global and Local English Pronunciation Errors." In Second Language Learning and Teaching, 169–87. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_10.

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Pawlak, Mirosław. "The Effect of Explicit and Implicit Corrective Feedback on Eliminating Pronunciation Errors." In Second Language Learning and Teaching, 85–101. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_7.

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Meng, Nan. "“Repeat After Me”: Is There a Better Way to Correct Tone Errors in Teaching Mandarin Chinese as a Second Language?" In The Acquisition of Chinese as a Second Language Pronunciation, 163–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_7.

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Song, Chenqing. "What is in the Final Stage of Inter-Language? Tone Errors and Phonological Constraints in Spontaneous Speech in Very Advanced Learners of Mandarin." In The Acquisition of Chinese as a Second Language Pronunciation, 21–54. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_2.

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Rallo Fabra, Lucrecia, and Karen Jacob. "Does CLIL Enhance Oral Skills? Fluency and Pronunciation Errors by Spanish-Catalan Learners of English." In Content-based Language Learning in Multilingual Educational Environments, 163–77. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11496-5_10.

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Bugdol, Marcin, Zuzanna Segiet, and Michał Kręcichwost. "Pronunciation Error Detection Using Dynamic Time Warping Algorithm." In Advances in Intelligent Systems and Computing, 345–54. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06596-0_32.

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Ai, Renlong. "Automatic Pronunciation Error Detection and Feedback Generation for CALL Applications." In Lecture Notes in Computer Science, 175–86. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20609-7_17.

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Seong, Woo Kyeong, Ji Hun Park, and Hong Kook Kim. "Dysarthric Speech Recognition Error Correction Using Weighted Finite State Transducers Based on Context–Dependent Pronunciation Variation." In Lecture Notes in Computer Science, 475–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31534-3_70.

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Motoko, Ueyama. "New Approach to Teaching Japanese Pronunciation in the Digital Era." In Ca’ Foscari Japanese Studies. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-428-8/010.

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Pronunciation has been a black hole in the L2 Japanese classroom on account of a lack of class time, teacher’s confidence, and consciousness of the need to teach pronunciation, among other reasons. The absence of pronunciation instruction is reported to result in fossilized pronunciation errors, communication problems, and learner frustration. With an intention of making a contribution to improve such circumstances, this paper aims at three goals. First, it discusses the importance, necessity, and effectiveness of teaching prosodic aspects of Japanese pronunciation from an early stage in acquisition. Second, it shows that Japanese prosody is challenging because of its typological rareness, regardless of the L1 backgrounds of learners. Third and finally, it introduces a new approach to teaching L2 pronunciation with the goal of developing L2 comprehensibility by focusing on essential prosodic features, which is followed by discussions on key issues concerning how to implement the new approach both inside and outside the classroom in the digital era.
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Tsurutani, Chiharu. "Computer-Assisted Pronunciation Training and Assessment (CAPTA) Programs." In Computer-Assisted Foreign Language Teaching and Learning, 276–88. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch016.

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Pedagogical support for pronunciation tends to fall behind other areas of applied linguistics and CALL (Computer-Assisted Language Learning) due to technological difficulty in speech recognition and the lack of knowledge in phonetics of both language teachers and learners. This chapter discusses the gap between the need for pronunciation training and the capacity of CAPTA programs in terms of phonetic and phonological development of second-language (L2) learners. Pronunciation difficulties experienced by L2 learners will be explained cross-linguistically, and the most recent developments in the production of CAPTA programs will be discussed in relation to the type of pronunciation errors dealt with by these programs. Considering that native-like pronunciation is no longer required in the current multi-lingual society, the author proposes achievable and pedagogically sound goals for the development of CAPTA programs as well as for L2 learners.
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Conference papers on the topic "Pronunciation Errors"

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Wang, Yifan, Shiqian Zhou, Chuang Chen, Yue Ban, Lu Zhao, and Xiaoqing Zhang. "Chinese College Students' Typical English Pronunciation Errors." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.349.

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Alsulaiman, Mansour, Zulfiqar Ali, Ghulam Muhammad, Afnan Al Hindi, Taha Alfakih, Hussein Obeidat, and Saad Al-Kahtani. "Pronunciation errors of non-Arab learners of Arabic language." In 2014 International Conference on Computer, Communications, and Control Technology (I4CT). IEEE, 2014. http://dx.doi.org/10.1109/i4ct.2014.6914189.

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Faris, Ihsan Nur Iman, and Dian Budiarti. "How Teachers Treat Pronunciation Errors in Young Learners’ Class." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007164101750180.

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Burgos, Pepi, Catia Cucchiarini, Roeland van Hout, and Helmer Strik. "Pronunciation errors by Spanish learners of Dutch: a data-driven study for ASR-based pronunciation training." In Interspeech 2013. ISCA: ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-556.

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van Doremalen, Joost, Catia Cucchiarini, and Helmer Strik. "Automatic detection of vowel pronunciation errors using multiple information sources." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373335.

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Zhou, Shiqian, Yifan Wang, Chuang Chen, Yue Ban, Lu Zhao, and Xiaoqing Zhang. "Reasons and Solutions for Chinese Undergraduates' Typical English Pronunciation Errors." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.175.

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Truong, Khiet P., Ambra Neri, Febe de Wet, Catia Cucchiarini, and Helmer Strik. "Automatic detection of frequent pronunciation errors made by L2-learners." In Interspeech 2005. ISCA: ISCA, 2005. http://dx.doi.org/10.21437/interspeech.2005-488.

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Reddy, Sravana, and Evandro Gouvêa. "Learning from mistakes: expanding pronunciation lexicons using word recognition errors." In Interspeech 2011. ISCA: ISCA, 2011. http://dx.doi.org/10.21437/interspeech.2011-224.

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Mathad, Vikram C., Tristan J. Mahr, Nancy Scherer, Kathy Chapman, Katherine C. Hustad, Julie Liss, and Visar Berisha. "The Impact of Forced-Alignment Errors on Automatic Pronunciation Evaluation." In Interspeech 2021. ISCA: ISCA, 2021. http://dx.doi.org/10.21437/interspeech.2021-1403.

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Zhang, Bo, Xin Zhuang, Pan Huang, Chen Feng, and Jie Zhao. "Application of Uni-Directional Microphone Array for Identifying English Pronunciation Errors." In 2009 2nd International Congress on Image and Signal Processing (CISP). IEEE, 2009. http://dx.doi.org/10.1109/cisp.2009.5303819.

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