To see the other types of publications on this topic, follow the link: Pronunciation Errors.
Journal articles on the topic 'Pronunciation Errors'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Pronunciation Errors.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Ramasari, Maria. "Students Pronounciation Error Made in Speaking for General Communication." Linguistic, English Education and Art (LEEA) Journal 1, no. 1 (December 30, 2017): 37–48. http://dx.doi.org/10.31539/leea.v1i1.32.
Full textAbstract:
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.
12
Khairan, Ahmad, and Ahdiyat Mahendra. "لفظ الابتهالات قبل خطبة الجمعة في المساجد مدينة جامبي : دراسة في علم الاصوات." Al-Uslub: Journal of Arabic Linguistic and Literature 4, no. 01 (January 1, 2020): 99–115. http://dx.doi.org/10.30631/al-uslub.v4i01.51.
Full textAbstract:
This study analyzes lafaz Ibtihalat reviewed from Ashwat Science. Lafaz Ibtihalat is a prayer that is read before Friday prayers. This study was conducted because researchers found the problem of pronunciation at ibtihalat mosque jambi city, especially in the pronunciation of prayer before Friday Khutbah. The type of research used is qualitative research. The purpose of this research is :1. Seeing ibtihalat pronunciation mistakes that often occur as common as Friday sermons. 2. Correcting ibtihalat reading error before Friday Sermon The results of this study are 1. In this study phonological errors were found in the form of mismatch of makhraj letters resulting in the conversion of one letter to another. The accuracy of pronunciation in a speech is important because it can affect the meaning referred to by the speaker. Among these errors, the most errors are in the pronunciation of the letters س" "and" " ا As well as the pronunciation error On lafaz معاندa الدين which reads معان الديهم . 2. Correct the error of the Pronunciation of ibtihalat before Khutbah by analyzing each letter and looking at the difference between the correct lafaz and the wrong lafaz by using the analysis of Kitabatul Ashwat on lafaz ibtihalat before friday's sermon in accordance with the rules of Aswat Science
13
Walfajri, Walfajri. "ANALISIS KESALAHAN BAHASA PADA PERCAKAPAN BAHASA ARAB MAHASISWA JURUSAN PENDIDIKAN BAHASA ARAB (PBA) INSTITUT AGAMA ISLAM NEGERI (IAIN) METRO TAHUN AKADEMIK 2017/2018." Al-Fathin: Jurnal Bahasa dan Sastra Arab 1, no. 01 (August 5, 2018): 80. http://dx.doi.org/10.32332/al-fathin.v1i01.1194.
Full textAbstract:
This study aimed at classifying the kinds of errors in Arabic conversations of students majoring in Arabic at the State Islamic Institute of Metro in Academic Year 2017/2018, describing the frequency of the language errors, and explaining the factors that caused the language error. The data were collected through observation, field notes, and tape recording. The results showed that errors in Arabic conversations of students majoring in Arabic at the State Islamic Institute of Metro in Academic Year 2017/2018 can be classified in three kinds of languages errors, namely: (1) the pronunciation errors, (2) the morphology errors, and (3) the syntax errors. On the kind of pronunciation errors, the highest frequency of errors occurred at pronunciation of / ض /, / ث /, / ع /, and / ذ /. On the kind of morphology errors, the highest frequency of errors occurred at tashrif fi’il madhiy and tashrif fi’il mudhari'. On the kind of syntax errors, the highest frequency of errors occurred at the structure of mudhaf-mudhaf ilaih, na'at-man’ut, and jar-majrur. The factors that caused the pronunciation errors can be categorized as the inter-language errors. While the factors that caused morphology errors and syntax errors can be categorized as the intra-lingual errors.
14
Octaviana, Dwi Warry. "ENGLISH PRONUNCIATION ERRORS BY SUNDANESE SPEAKERS." JOURNEY (Journal of English Language and Pedagogy) 1, no. 2 (February 26, 2019): 46–52. http://dx.doi.org/10.33503/journey.v1i2.297.
Full textAbstract:
The students’ first language (Sundanese) often interferes with English pronunciation. For example, the students get difficulties to distinguish in pronouncing certain sounds of vowels such as between /e/ in ‘beg’ and /æ/ in ‘bag’, /ei/ in ‘wait’ and /e/ in ‘wet’. Sometimes, the students will be able to identify specific problem sounds and sometimes they will not. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the students’ native language does not contain. Therefore, the study was aimed at finding out the main factors that cause the students’ English pronunciation errors and identifying the types of the students’ English pronunciation errors. In acquiring the data, the research used descriptive method. The data needed are gained through a sample consisting 10 of 32 students. The sample was randomly selected. The students were given ten items of questionnaire asking for their responses in line with the causes of their English pronunciation errors. Then, the students’ English pronunciation errors were found from the analysis of the reading material that had been read by the students. In relation to the data gained, the data findings showed that the main factors that caused the students’ English pronunciation errors were coming from internal factors (lack of practice, lack of self-confidence, and lack of exposure) and from the external factors (the differences in pronunciation between the students’ first language (Sundanese) and their target language (English) and the differences between what the correct pronunciation that should be pronounced and its writing actually). After the investigation, the types of English pronunciation errors made by the students in vowels sound were: long and short vowels, diphthongs, and triphthongs. It was caused by the inability to hear certain English sounds that the students’ native language does not contain.
15
Marzuki, Marzuki. "ERROR ANALYSIS IN PRONUNCIATION MADE BY THE ENGLISH DEPARTMENT STUDENTS AT IKIP BUDI UTOMO MALANG." Journey (Journal of English Language and Pedagogy) 4, no. 1 (March 30, 2021): 29–34. http://dx.doi.org/10.33503/journey.v4i1.1256.
Full textAbstract:
This research investigates and analyses pronunciation errors made by the students of English Education Department at IKIP Budi Utomo Malang. Errors in students’ pronunciation are crucial problems among foreign language teacher, especially English teacher. This research aims at investigating and finally finding out pronunciation errors made by the English students of S-1. The subjects of the study are the S-1 English students in academic period 2019/2020 that total 40 students who took dictation course in the third semester. The data of the study are a group of students’ pronunciation or speech sounds. Based on the description above, there are two important problems proposed in terms of kinds of pronunciation errors and causes of pronunciation errors. Of the data analysis carried out, it is found out that kinds and causes of pronunciation errors which are classified into significant and non-significant errors. There are four causes of pronunciation errors, namely (1) some differences of speech sounds between English and Indonesian; (2) the same phonetic features which have the different distribution between English and Indonesian; (3) interference of native language; and (4) lack of practices and exposures in English pronunciation.
16
Czerwonka-Wajda, Zuzanna. "Modificatie, substitutie of uitbreiding? Over de articulatorische karakteristiek en classificatie van uitspraakfouten van leerders van het Nederlands als vreemde taal." Neerlandica Wratislaviensia 27 (March 9, 2018): 55–76. http://dx.doi.org/10.19195/8060-0716.27.6.
Full textAbstract:
odificatie, substitutie of uitbreiding? Over de articulatorische karakteristieken classificatie van uitspraakfouten van leerdersvan het Nederlands als vreemde taal The aim of this article is to discuss the problem of different types of pronunciation errors. The study is based on errors made by Polish native speakers learning Dutch. Drawing on current publications concerning the approaches to pronunciation errors classification, it is argued that the existing classifications fail to cover the full spectrum of the problem and to analyze the complexity of the errors themselves. They also are not appropriate to be used in the classroom. In response to weak points of the existing classifications and taking into account actual teaching needs, a new approach is proposed which consists of four modules and is more analyzing than classifying in nature. Finally, five examples of common pronunciation errors are first classified and analyzed according to existing classifications and subsequently to the new approach in order to demonstrate that the proposed method indeed allows to evaluate the error in a more detailed way and is therefore more suitable for pronunciation didactics.
17
Akter, Nilu. "Error Analysis in Chinese Initials Made by Bangladeshi Learners at Elementary Level." International Journal of Linguistics 13, no. 3 (May 30, 2021): 36. http://dx.doi.org/10.5296/ijl.v13i3.18694.
Full textAbstract:
Chinese initials play an inevitable role in learning Chinese as a second language. Without the proper knowledge of Chinese initials, learners fail to communicate with people smoothly. Therefore, learners from different countries face different difficulties in learning Chinese initials. The pronunciation of Chinese consonants is not easy for foreigners, especially for Bangladeshi learners. Therefore, errors occur in the Chinese initials of Bangladeshi learners.Although Bangladeshi students often encounter difficulties learning Chinese initials, no comprehensive research done in this area. This research aims to investigate the pronunciation errors of Chinese initials made by Bangladeshi learners. To know the types of initials errors and the reason behind these errors, the error analysis hypothesis, and the contrastive analysis hypothesis was used to analyze the data. However, 20 Bangladeshi students at the elementary level were chosen as the research participants. In this research, a questionnaire survey, interview and comparative analysis were used as research methods.The common finding is that the initials error of Bangladeshi learners occurs in labial, alveolar, velar, retroflex, dental, and palatal consonants. Among them, the highest rate of error has been found in the pronunciation of retroflex, dental, palato-alveolar consonants. The research found that the reason for initials errors of Bangladeshi Chinese learners is the negative transfer of mother tongue, similar phonetic symbols, lack of learning motivation and strategy etc. Finally, the researcher provides some suggestions to correct the pronunciation of initials errors of Bangladeshi Chinese learners.
18
Rafael, Agnes Maria Diana. "An Analysis on Pronunciation Errors Made By First Semester Students of English Department STKIP CBN." Loquen: English Studies Journal 12, no. 1 (June 8, 2019): 1. http://dx.doi.org/10.32678/loquen.v12i1.1676.
Full textAbstract:
This study is conducted to find out the pronunciation errors made by the first semester students of English Education Department in STKIP CBN. In conducting the data, the researcher gave the pre-test to the informants, then; the researcher recorded the performances and transcribed the data. The secondary data was gathered from the interview. Based on the data analysis The researcher counted that there are nine types of errors pronunciation made by the subjects. The first error is the subjects substituted a vowel /æ/ and six consonants /kj/,/tʃ/,/ʃ/,/dʒ/ and /ʒ/ with Indonesian sounds. The second error is the subjects substituted some English vowels into Indonesian vowel. The third error is word cognates cases. The fourth is language interference. The fifth is pronouncing the silent consonant /h/. The sixth error is Deleting or omitting some consonants that appeared at the end of some English words. The seventh error is the subjects pronounced the silent consonant /t/ in the word “often”. The eighth error is the subjects added the consonant /r/ at the word, that word doesn’t required the consonant /r/. The last error is some subjects seemed to generalize the pronunciation of the past tense morpheme which is ended by a bound morpheme /ed/. This research is founded that there are three causes of students’ pronunciation error made in speaking English. The first is an interference errors, the second is an intra lingual errors and the last is a developmental error.
19
Rafael, Agnes Maria diana. "An Analysis On Pronunciation Errors Made By First Semester Students Of English Education Department STKIP CBN." Jurnal Ilmiah Bina Bahasa 12, no. 1 (June 15, 2019): 11–20. http://dx.doi.org/10.33557/binabahasa.v12i1.254.
Full textAbstract:
Abstract :This study is conducted to find out the pronunciation errors made by the first semester students of English Education Department in STKIP CBN. In conducting the data, the researcher gave the pre-test to the informants, then; the researcher recorded the performances and transcribed the data. The secondary data was gathered from the interview. Based on the data analysis The researcher counted that there are nine types of errors pronunciation made by the subjects. The first error is the subjects substituted a vowel /æ/ and six consonants /kj/,/tʃ/,/ʃ/,/dʒ/ and /ʒ/ with Indonesian sounds. The second error is the subjects substituted some English vowels into Indonesian vowel. The third error is word cognates cases. The fourth is language interference. The fifth is pronouncing the silent consonant /h/. The sixth error is Deleting or omitting some consonants that appeared at the end of some English words. The seventh error is the subjects pronounced the silent consonant /t/ in the word “often”. The eighth error is the subjects added the consonant /r/ at the word, that word doesn’t required the consonant /r/. The last error is some subjects seemed to generalize the pronunciation of the past tense morpheme which is ended by a bound morpheme /ed/. This research is founded that there are three causes of students’ pronunciation error made in speaking English. The first is an interference errors, the second is an intra lingual errors and the last is a developmental error.
20
Maiza, Masfa. "An Analysis of Students’ Pronunciation Errors." JOEEL: Journal of English Education and Literature 1, no. 1 (March 16, 2020): 18–23. http://dx.doi.org/10.38114/joeel.v1i1.27.
Full textAbstract:
This study deals with students’ pronunciation errors in English consonants. It was conducted under the consideration that pronouncing English words played an important role. A descriptive qualitative was used as the research method. The subject of this research was forty seven students of first year of English Language Education Study Program at Pamane Talino College of Education, Landak Regency, West Kalimantan. Pronunciation test and interview were used to collect data. The result reveals that the students got difficulties in pronouncing /θ/, /ð/, /ʃ/, /ʒ/, /tʃ/ and /dʒ/. Then, the factors affecting the students’ pronunciation are interference, phonological system and motivation.
21
Cherepanova, O. "Linguistic support of CAPT-systems: Prediction of pronunciation errors and creation of exercises." Rhema, no. 2, 2019 (2019): 100–117. http://dx.doi.org/10.31862/2500-2953-2019-2-100-117.
Full textAbstract:
This article discusses the possibilities of using linguistic information in CAPTsystems. Information about the user's native language allows to partially predict the pronunciation errors that he or she will make in the target language. This data can be used in phonetic simulators to improve error localization at the level of phonemes. In the first part of the article we summarize the results of two experiments in which we conducted an acoustic contrastive analysis of the Russian and German vowel subsystems and predicted three pronunciation error types that Russian speakers are most likely to make in their German speech. The second part of the article discusses the possibilities of correcting typical pronunciation errors by means of special exercises.
22
AMALIA, ILA. "ANALISIS KESALAHAN PELAFALAN VOWELS MAHASISWA JURUSAN TADRIS BAHASA INGGRIS IAIN "SMH" BANTEN." ALQALAM 29, no. 3 (December 31, 2012): 549. http://dx.doi.org/10.32678/alqalam.v29i3.859.
Full textAbstract:
This research is aimed at describing the pronunciation errors committed by the students of English Education Department IAIN Sultan Maulana Hasanuddin Serang Banten. The pronunciation errors in this research only cover one of the English phonemes, that is vowel The data were collected by asking 20 students to read aloud some English texts. The reading activity was recorded by using a handycam.The research result shows that the students committed errors in pronouncing vowels [I, i:, u:, e, a:, ^, Ω, Ɔ:, α, 3:, Ə, à] as much as 1058 errors. These errors are in the form of omission as muse as 12 errors, addition as much as 82, and substitution as much as 964. The most frequent error occurred was in the vowel /Ə/ as much as 316 errors which consisted of 54 errors in the form of addition and 322 errors in the form of substitution.The students' pronunciation errors of vowels may be caused by many factors, such as inteiference from their native/ mother tongue, interference from the target language they are learning, and inteiference from their developmental errors.
Key words: vowel, interference, overgeneralization
23
Zahro, Syifa' Khuriyatuz. "UNINTELLIGIBLE SPEECH: LISTENERS' AWARENESS TO INDONESIAN-ACCENTED SPEECH WITH PRONUNCIATION ERRORS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (June 27, 2021): 242–53. http://dx.doi.org/10.30743/ll.v5i1.3738.
Full textAbstract:
There have been widely exposed researches that analyze accented and intelligible speech of foreign language; yet, the study concerning listeners' awareness of the pronunciation errors is hardly found. Therefore, the current study aims to find out segmental features and the source of errors that have caused unintelligible speech of Indonesian-accented speech and describe the listeners' awareness of the errors. This descriptive qualitative research investigates listeners' transcripts of Indonesian-accented speeches through purposive sampling. The standard orthography transcripts are then transformed into phonemic transcripts. They are analyzed by error analysis based on phonological operation by Davenport and Hannahs. The result is further checked by the listeners to generate their awareness of the errors through interviews. There are consonants causing unintelligibility more than vowels. Furthermore, it is found that there are six pronunciation features affecting listeners' awareness of speakers' pronunciation errors: 1) aspiration, 2) spelling system, 3) blended phonemes, 4) absent phonemes, 5) different articulation, and 6) homophone in the research.
24
Dziczek-Karlikowska, Hanna. "Error-based evidence for interference from Polish gliding rules on English Pronunciation." Studia Anglica Posnaniensia 46, no. 3 (January 1, 2011): 75–92. http://dx.doi.org/10.2478/v10121-010-0005-6.
Full textAbstract:
Error-based evidence for interference from Polish gliding rules on English Pronunciation This paper examines pronunciation errors made by Polish learners of English. The focus is on the phonology of glides in Polish and English. The purpose of the presented evaluation of errors is to demonstrate that phonological interference finds its source in the phonological rules of the native language having no correspondents in the target language or in the differences in the treatment of diphthongs by both languages.
25
Harunika, Arian Pramesta, Zulfa Sakhiyya, and Rudi Hartono. "Interlanguage Errors Based on the Source of Errors in Indonesian College Students’ Pronunciation." Language Circle: Journal of Language and Literature 15, no. 1 (October 19, 2020): 34–42. http://dx.doi.org/10.15294/lc.v15i1.25887.
Full textAbstract:
This study aimed to explore the source of IL errors on male and female students’ pronunciation. The participants in this research were ten college students who were participated in an English speech contest organised by English Student Association of UNNES 2019. The ten participants consist of five male and five female students who came from different kinds of University in Indonesia. In this study, the researcher used a descriptive qualitative method to analyze the data by using a video recorder as an instrument to collect the data. The result of this research showed that there were four sources of errors which influenced male and female students in producing IL errors on pronunciation. Those were L1 transfer, different form of plural between L1 and L2, the existence of sounds with the same phonetic features but different in distribution, and English foreign sounds. The second result described that the source of errors on male and female college students was mostly similar, and they had no significant differences. Last result showed that male students made more variation of IL errors on their pronunciation than female students.
26
MARCHAND, YANNICK, and ROBERT I. DAMPER. "Can syllabification improve pronunciation by analogy of English?" Natural Language Engineering 13, no. 1 (January 10, 2006): 1–24. http://dx.doi.org/10.1017/s1351324905004043.
Full textAbstract:
In spite of difficulty in defining the syllable unequivocally, and controversy over its role in theories of spoken and written language processing, the syllable is a potentially useful unit in several practical tasks which arise in computational linguistics and speech technology. For instance, syllable structure might embody valuable information for building word models in automatic speech recognition, and concatenative speech synthesis might use syllables or demisyllables as basic units. In this paper, we first present an algorithm for determining syllable boundaries in the orthographic form of unknown words that works by analogical reasoning from a database or corpus of known syllabifications. We call this syllabification by analogy (SbA). It is similarly motivated to our existing pronunciation by analogy (PbA) which predicts pronunciations for unknown words (specified by their spellings) by inference from a dictionary of known word spellings and corresponding pronunciations. We show that including perfect (according to the corpus) syllable boundary information in the orthographic input can dramatically improve the performance of pronunciation by analogy of English words, but such information would not be available to a practical system. So we next investigate combining automatically-inferred syllabification and pronunciation in two different ways: the series model in which syllabification is followed sequentially by pronunciation generation; and the parallel model in which syllabification and pronunciation are simultaneously inferred. Unfortunately, neither improves performance over PbA without syllabification. Possible reasons for this failure are explored via an analysis of syllabification and pronunciation errors.
27
Frijuniarsi, Nurul. "Error in Vowel Pronunciation Made by Informatics Students." Scope : Journal of English Language Teaching 2, no. 02 (March 3, 2018): 149. http://dx.doi.org/10.30998/scope.v2i02.2460.
Full textAbstract:
The purpose of this study is to figure out the dominant factor causing the errors of vowels pronounced by second-semester students of Informatics which is basically nonnative speakers of English. The approach applied in this study is qualitative. The data were collected via observation and recording which were constructed in the form of field-notes then analyzed and measured in accordance to English phonetic transcription in “English Pronouncing Dictionary” written by Jones (1997). This study involved 40 students of Informatics English subject at Informatics Program of Indraprasta PGRI University where English is only supporting subject. The data shows that the respondents were really lack of English pronouncing skill, especially vowels as 42 of 58 words containing vowels are pronounced incorrectly. As the result of study, we can conclude that the dominant error made by students is Interlingual errors (58,6% or 838 of 1.430 errors made by students), the errors occurred due to the interference of students? native language.
28
Yusriati, Yusriati, and Selamat Husni Hasibuan. "The Analysis of English Pronunciation Errors by English Education Students of FKIP UMSU." Journal of English Education and Teaching 3, no. 2 (August 24, 2019): 230–48. http://dx.doi.org/10.33369/jeet.3.2.230-248.
Full textAbstract:
Pronunciation is one important thing that must be mastered by the students who studies English. Good Pronunciation makes students’ English speaking skills becomes better. This research aimed at analyzing the errors made by students of English education department of FKIP UMSU in pronouncing English words. The objectives of this study were 1) to describe the opinions of English education students about their English pronunciation skills so far; 2). to analyze the forms of English pronunciation errors made by the students; 3) to explore strategies or efforts made by students to improve their English pronunciation skills; 4) to Identify obstacles found by the students in English pronunciation. Descriptive qualitative design was used in this research. The data were obtained by doing the interview and asking the students to pronounce some English words in specific topic. The findings of this research revealed that students had various opinion about their ability in English pronunciation. Some students thought that they had good English pronunciation skills; some students thought that their ability in pronouncing English words was better than before and some other students still thought that their English pronunciation skills were not good. Based on the analysis of data, the students still made some errors in pronouncing English words. In order to improve their pronunciation, the students used some strategies such as watching YouTube in English and using google voice application.
29
Naviantara, Denta, Suparno Suparno, and Dewi Dewi. "An Analysis of Banyumas Dialect Influence Toward Students’ English Pronunciation." English Education 7, no. 2 (January 30, 2019): 262. http://dx.doi.org/10.20961/eed.v7i2.35824.
Full textAbstract:
<p>In using a foreign language, pronunciation is affected by learners’ native language. English learners with Banyumas dialect will be distinctively recognized in their English. This present study is aimed to find out the differences in segmental features between Banyumas dialect and English and to describe the extent to which the Banyumas dialect influences students’ English pronunciation. The research uses the descriptive qualitative method. There are 30 sources of data (students) from two different classes. The subjects are originally from Banyumas and use Banyumas dialect in their daily communication. The writer conducts English pronunciation tests and records the students’ voices. The test includes 105 words consisting of each English vowels, consonants, and diphthongs. Besides, other supporting data are collected through document analysis, questionnaires, and observation. The study concludes that there are some differences in segmental features between Banyumas dialect and English, which have a negative influence on students’ English pronunciation. There are many pronunciation errors found on students’ pronunciation test results. Errors in pronunciation might be difficult to change if it becomes a habit. Teachers and students need to be aware of the differences between native language and foreign-language sound systems because it might be more valuable than error correction.</p>
30
Ababneh, Islam. "English Pronunciation Errors Made by Saudi Students." European Scientific Journal, ESJ 14, no. 2 (January 31, 2018): 244. http://dx.doi.org/10.19044/esj.2018.v14n2p244.
Full textAbstract:
Arabs often pronounce many English words wrongly which leads to spelling and writing errors. This paper deals with English pronunciation errors made by two groups of native Saudi Arab speakers. The students in the first group are of English major while the students in the second group are of Arabic major. Generally, Arabic speakers use direct transfer and interference from Arabic in addition to stress shifts in their pronunciation that are not recognized stress patterns in English. Also, there are some sounds in English that have no equivalence in Arabic, which leads to vowel and consonant errors. This study identifies the pronunciation errors made by Saudi students in pronouncing words of problematic nature to Arabs in general. The students in both groups made vowel insertion and confusion, orthography, stress, intonation, errors; but the more trained students in group 1 made less errors than the students in group 2.
31
Thompson, Amelyn A., and Willy A. Renandya. "USE OF GESTURE FOR CORRECTING PRONUNCIATION ERRORS." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (September 28, 2020): 342. http://dx.doi.org/10.15639/teflinjournal.v31i2/342-359.
Full textAbstract:
The role of gesture in second language acquisition (SLA) has recently become a promising area of research, characterized by the growing number of empirical research studies that examine the potential of incorporating gestures in such areas as the teaching of grammar, vocabulary, and pronunciation. This paper focuses on how gesture can be productively used to help students notice and subsequently correct their pronunciation errors, both segmental and suprasegmental errors. First, a critical review of the literature is presented in which we carefully explore recent research on oral corrective feedback and the role that gesture plays in facilitating comprehension and acquisition. Next, pedagogical implications are considered in which we discuss a pedagogical framework that language teachers can use as a guide for incorporating gestures in pronunciation instruction. Finally, future research possibilities are discussed, including suggestions for more robust research design and new areas to investigate.
32
Lee, Gwanghyuk. "Views on Common Errors in Chinese Pronunciation." JOURNAL OF CHINESE HUMANITIES 65 (April 30, 2017): 105–16. http://dx.doi.org/10.35955/jch.2017.04.65.105.
Full text
33
Li Xiaoliang. "Laboratory Analysis of English Consonant Pronunciation Errors." Journal of Convergence Information Technology 8, no. 5 (March 15, 2013): 812–20. http://dx.doi.org/10.4156/jcit.vol8.issue5.95.
Full text
34
Hamad Alzinaidi, Manahel, and Muhammad M. M. Abdel Latif. "Diagnosing Saudi Students' English Consonant Pronunciation Errors." Arab World English Journal 10, no. 4 (December 15, 2019): 180–93. http://dx.doi.org/10.24093/awej/vol10no4.14.
Full text
35
Kalaldeh, Raya. "English Pronunciation Errors by Jordanian University Students." Arab World English Journal 7, no. 2 (June 15, 2016): 394–416. http://dx.doi.org/10.24093/awej/vol7no2.27.
Full text
36
Adinegara, Ira, A. M. Surachmat, and Didih Faridah. "THE USE OF PEER REVIEWING IN OVERCOMING PHONOLOGICAL ERRORS IN ENGLISH PRONUNCIATION." JALL (Journal of Applied Linguistics and Literacy) 3, no. 1 (February 26, 2019): 1. http://dx.doi.org/10.25157/jall.v3i1.2618.
Full textAbstract:
ABSTRACT This study reports on the use of peer reviewing in overcoming phonological errors in English pronunciation conducted to the freshmen of English Education Program in Galuh University. Peer review is one of appropriate techniques to support students in learning speaking particularly English pronunciation. In this regard, the writers addressed some questions: 1) How does the lecturer use peer review technique in overcoming phonological errors in performing English pronunciation?, 2) What are the students’ perceptions toward the use of peer review technique in overcoming phonological errors in performing English pronunciation?, and 3) What are the benefits of peer review technique in overcoming phonological errors in performing English pronunciation?. Related to the research questions, the writers adopted qualitative approach particularly a case study as the research design. The writers conducted classroom observation, interview to an English lecturer and six students and administered a questionnaire to the students as well. In this case, the respondents were selected purposively. The results showed that the use of peer review is useful to support and motivate the students to learn well. By using peer review, students can be active in their process learning and also they can improve their critical thinking in speaking particularly in overcoming phonological errors in performing English pronunciation.Keywords: peer review, pronunciation
37
Xiao, Wenqi, and Moonyoung Park. "Using Automatic Speech Recognition to Facilitate English Pronunciation Assessment and Learning in an EFL Context." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 3 (July 2021): 74–91. http://dx.doi.org/10.4018/ijcallt.2021070105.
Full textAbstract:
With the advancement of automatic speech recognition (ASR) technology, ASR-based pronunciation assessment can diagnose learners' pronunciation problems. Meanwhile, ASR-based pronunciation training allows more opportunities for pronunciation practice. This study aims to investigate the effectiveness of ASR technology in diagnosing English pronunciation errors and to explore teachers' and learners' attitudes towards using ASR technology as a pronunciation assessment tool and as a learning tool. Five Chinese EFL learners participated in read-aloud tests, including a human-assessed test and an ASR-assessed test. Pronunciation error types diagnosed by the two tests were compared to determine the extent of overlapping areas. The findings demonstrate that there were overlaps between human rating and machine rating at the segmental level. Moreover, it was found that learners' varied pronunciation learning needs were met by using the ASR technology. Implications of the study will provide insights relevant to using ASR technology to facilitate English pronunciation assessment and learning.
38
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 7, 2016): 464. http://dx.doi.org/10.17722/jell.v6i2.167.
Full text
39
Arsanto, Albertus Yordhana, Adityo Prawinanto, and Barli Bram. "Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University." Vision: Journal for Language and Foreign Language Learning 8, no. 2 (November 25, 2019): 118. http://dx.doi.org/10.21580/vjv8i23816.
Full textAbstract:
<p>This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.</p>
40
Babayan, Amalia. "The Ratio of L1 Influence in Pronunciation Errors of Business English Students." Armenian Folia Anglistika 3, no. 1 (3) (April 16, 2007): 84–91. http://dx.doi.org/10.46991/afa/2007.3.1.084.
Full textAbstract:
The article discusses the permissible boundary of pronunciation-related errors in business English. It goes on to present and analyze the findings of the three-year-long investigations. It follows from the research that the vast majority of the pronunciation mistakes of students are conditioned by the pronunciation and phonetic system of the Armenian language.
41
Miller, Corey. "Computational Approaches to Exploring Persian-Accented English." Research in Language 13, no. 1 (March 30, 2015): 51–60. http://dx.doi.org/10.1515/rela-2015-0012.
Full textAbstract:
Methods involving phonetic speech recognition are discussed for detecting Persianaccented English. These methods offer promise for both the identification and mitigation of L2 pronunciation errors. Pronunciation errors, both segmental and suprasegmental, particular to Persian speakers of English are discussed.
42
Miller, N. "Pronunciation errors in acquired speech disorders: the errors of our ways." International Journal of Language & Communication Disorders 30, no. 3 (January 1995): 346–61. http://dx.doi.org/10.3109/13682829509021447.
Full text
43
Irwansyah, Irwansyah. "INTERFERENSI BAHASA MBOJO DALAM TUTURAN BAHASA INDONESIA SISWA KELAS VII SMPN 4 BOLO, BIMA." CENDEKIA: Journal of Education and Teaching 11, no. 1 (January 14, 2017): 31. http://dx.doi.org/10.30957/cendekia.v11i1.249.
Full textAbstract:
This study was initiated by language problems spoken by students of SMPN 4 Bolo, Bima. The study aimed to determine level of interference of native language (Mbojo Language) on Indonesian. This study used descriptive qualitative approach. Subject of this study were students and teachers of SMPN 4 Bolo. Data were collected using observation and interview. The study discovered that interference of Mbojo language into bahasa Indonesia occurred in: pronunciation and diction. pronunciations (sound) in speech included: errors of pronunciation, i.e. changes of phonemes, phoneme disappearance, addition of phonemes, and, pausing pause in a group of words and also interference in sentence level. Interference on diction appeared in the use of vocabulary, phrase and diction.
44
Jin, Yanju. "Design of Students’ Spoken English Pronunciation Training System Based on Computer VB Platform." International Journal of Emerging Technologies in Learning (iJET) 14, no. 06 (March 29, 2019): 41. http://dx.doi.org/10.3991/ijet.v14i06.10154.
Full textAbstract:
Spoken English communication is most commonly used in the international communication. However, the accuracy of spoken English pronunciation is the key factor to restrict English learners in China. For the current situation that spoken English proficiency is generally low in China, this paper aims to design a spoken English pronunciation training system that will provide guidance and help for English learners’ spoken pronunciation. The Visual Basic platform is used in the design of the system. This paper first conducts an in-depth study on the related theories of voice recognition, discusses the correction algorithm of voice scoring and pronunciation, and puts forward more practical and convenient AP-based scoring method, providing full theoretical support for the design of the system. Then through the function analysis and design of the spoken English pronunciation training system, this paper realizes the system design of scoring and correcting errors of English spoken pronunciation based on the VB platform. The system boasts the basic functions, including English phonetic symbols and word pronunciation to follow, real-time voice evaluation, and pronunciation error correction. According to the test, the similarity of the system with the experts is over 90% in scoring and its efficiency of pronunciation error correction reaches 80%, which plays a certain role in improving spoken English of English learners.
45
Uribe-Enciso, Olga Lucía, Sol Smith Fuentes Hernandez, Karla Lizeth Vargas Pita, and Anderson Steve Rey Pabón. "Problematic Phonemes for Spanish-speakers’ Learners of English." GIST – Education and Learning Research Journal, no. 19 (December 12, 2019): 215–38. http://dx.doi.org/10.26817/16925777.701.
Full textAbstract:
When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners’ errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely causes of errors and dealing with them whether anticipating them or providing appropriate feedback on them. Besides, first language interference and age of second language acquisition have been found as complicating factors in the English pronunciation learning process. Finally, some classroom activities have been reported as successful for facilitating English pronunciation in Spanish native speakers.
46
Chigbu, B. C., Janet Ngozi Igbo, Fidelia N. Obayi, V. C. Onu, E. C. Ndukwu, and D. Ojonugwa Solomon. "Grammatical Errors in Nigerian English Language Pronunciation Problems Among Students: Psychological Implications and Management." International Journal of English Linguistics 10, no. 6 (September 7, 2020): 162. http://dx.doi.org/10.5539/ijel.v10n6p162.
Full textAbstract:
This study was designed to identify some English grammar pronunciation problems and how the problems can be managed. The population consists of all the first-year students in the University of Nigeria, Nsukka in Enugu State of Nigeria. Nine hundred and ninety-nine (999) students from four departments were sampled using simple random sampling technique. Three research questions and one null hypothesis were generated to guide the study. Mean and standard deviation were used to answer the three research questions while t-test statistic was used to test the null hypothesis. The results revealed that consonant and vowel phonemes, syllabic consonants, consonant cluster, unstressed vowels and stress timing are the aspects of pronunciation that are considered problematic among some first-year students. It also revealed that gender does not play a functional role on pronunciation problems among these first year students in the learning of English Grammar, and that teachers’ emphasis on the problematic area of pronunciation, constant practice, teachers’ knowledge of Oral English, building of language laboratories, teachers’ use of compact disks and tapes on pronunciation, students access to compact disks and tapes on pronunciation dictionaries are the management strategies that can be used to improve pronunciation in English language.
47
Sukarni, Semi, Junaedi Setiyono, and Rofiq Nurhadi. "Suprasegmental Errors of Students with Javanese Mother Tongue: A Case at a Private Islamic University in Purworejo." Ta'dib: Jurnal Pendidikan Islam 25, no. 2 (December 24, 2020): 83–95. http://dx.doi.org/10.19109/td.v25i2.6084.
Full textAbstract:
This study was aimed to examine errors found in suprasegmentals, more specifically in word stress and intonation; and to explain the causes of errors made by the learners. The research samples were twenty of the first semester students who spoke Javanese as their mother tongue and who took Pronunciation subject. The instruments of the study were pronunciation test and focus group interview. The pronunciation test was used to get the data of suprasegmental errors, specifically in word stress and intonation. Meanwhile, the interview was used to get the data of the causes of errors. The data were analyzed by using descriptive statistics analysis and thematic analysis. The findings showed that there were 35.8 % errors in word stress and 40 % errors in intonation. Then, the source of errors occurred because of mother-tongue influence, target language or intralingua, learning strategy and learners' attitude. Other factors contributed to the errors were lack of practice and lack of exposure to the native speakers both in the classroom and outside the classroom
48
류경자. "An analysis of speech errors on Japanese pronunciation." Journal of Japanese Culture ll, no. 44 (February 2010): 87–109. http://dx.doi.org/10.21481/jbunka..44.201002.87.
Full text
49
Jerotijević, Danica. "Teachers’ Response to Serbian EFL Learners’ Pronunciation Errors." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 99–112. http://dx.doi.org/10.2478/rjes-2013-0008.
Full textAbstract:
Abstract The present paper aims at discovering what type of feedback Serbian teachers resort to when correcting their students’ mispronounced words or utterances. To accomplish the previously stated aim of the study, we conducted a survey investigating teachers’ preferences for specific types of corrective feedback and the results indicate that the most frequently employed type of feedback among Serbian EFL teachers is recast, whereas the least preferred one is direct or explicit correction. The total of 55 teachers from primary, secondary schools and colleges participated in the survey.
50
Erawati, Erawati. "An analysis of Error Pronounciation in Arabic Vocabulary by Blind Students/تحليل الأخطاء في نطق المفردات العربية للتلاميذ المكفوفين." ATHLA : Journal of Arabic Teaching, Linguistic and Literature 1, no. 2 (April 12, 2021): 153–67. http://dx.doi.org/10.22515/athla.v1i2.3343.
Full textAbstract:
This study aims to describe the pronunciation errors of vocabulary and the factors causing the pronunciation errors of vocabulary that are read by blind students at MAN 2 Klaten. The method used for this research is descriptive qualitative research. The data collection methods used by researchers to access the data required in the writing of this study are the observation method, the interview method, and the documentation method. From this research, it is known that some of the mistakes made by students include errors in ibdal, hadzf, and idhafah. The factors causing the mispronunciation of vocabulary that are read by blind students are 1) The difference between the two languages in the al-letter makhariju; 2) Students cannot see the teacher who gives examples of vocabulary pronunciation; 3) A hearing mechanism that differentiates sound pronunciation; 4) Blind students do not know the meaning of vocabulary.