Academic literature on the topic 'Pronunciation rubric'
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Journal articles on the topic "Pronunciation rubric"
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Aksakallı, Canan, and Oktay Yağız. "The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation." GIST – Education and Learning Research Journal 20 (June 11, 2020): 7–31. http://dx.doi.org/10.26817/16925777.712.
Full textAbstract:
This study aimed at investigating EFL pre-service teachers’ attitudes toward pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction on EFL pre-service teachers’ phonological development and based on the findings to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design method. 107 EFL pre-service teachers participated in the study. The quantitative instruments were Pronunciation Attitude Inventory, pre and post period of the intervention. During one term, the researcher provided EFL pre-service teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. Pre- and post-tests were used to measure to what extent language learners improved their pronunciation in English using a reading passage and participants’ performances were recorded through a tape recorder. The administration of the inventory took place at the end of the semester and the participants were asked to read and respond the whole inventory in 15 minutes. After completing data collection process, two native speakers of English as the raters of the study rated all the participants’ pre-test and post-test performances one by one. A pronunciation rubric which involves 5 categories including vowels, consonants, intonation, word-stress and comprehensibility was used in order to assess learners’ performances. The results revealed that the participants had generally positive attitudes toward pronunciation. Similarly, it was found that pronunciation instruction improved the participants’ pronunciation at the segmental and suprasegmental levels as well as their comprehensibility.
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Ma, Rui, Lynn E. Henrichsen, Troy L. Cox, and Mark W. Tanner. "Pronunciation’s role in English speaking-proficiency ratings." Journal of Second Language Pronunciation 4, no. 1 (May 31, 2018): 73–102. http://dx.doi.org/10.1075/jslp.00004.ma.
Full textAbstract:
Abstract Although pronunciation is an integral part of speaking, the role pronunciation plays in determining speaking-proficiency levels is unclear (Higgs & Clifford, 1982; Kang, 2013). To contribute to our understanding of this area, the research reported here investigated the relationship between English as a Second Language (ESL) learners’ pronunciation ability and their speaking-proficiency ratings. At an intensive English program (IEP) in the United States, a speaking test was administered to 223 ESL students. Their speaking proficiency was rated using an oral proficiency assessment based on standardized guidelines. In addition, their pronunciation was rated in six categories (vowels, consonants, word stress, sentence stress, intonation, and rhythm) by 11 raters using a rubric specifically developed and validated for this study. Many-Facet Rasch Measurement (MFRM) was used to estimate the students’ pronunciation ability, which was then compared to their speaking ability. The study found that sentence stress, rhythm, and intonation accounted for 41% of the variance in the speaking-proficiency test scores with sentence stress being the most powerful factor.
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Saadah, Fatihatus, and Havid Ardi. "The Analysis of Students’ Pronunciation Error on English Diphthong Made by Fifth Semester of English Language Education Program Universitas Negeri Padang." Journal of English Language Teaching 9, no. 1 (March 8, 2020): 188. http://dx.doi.org/10.24036/jelt.v9i1.107829.
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This study aims to determine students’ pronunciation error in pronouncing English diphthong sounds made by students of English language Program Universitas Negeri Padang. This research is descriptive quantitative with 219 population. The sample of this study was 25 students chosen by various origin who were selected by using purposive sampling technique. The data were collected through pronunciation test and analyzed by using formula and the rubric score, while the students’ recordings were transcribed. The finding of this research showed that ability of students in pronouncing diphthong were fair (60.00%), good (24.00%), poor (12.00%) and very good only one students (2.00%). Therefore, it can be concluded that there are eight kinds of diphthong pronunciation error and various result of students’ ability. As the result, students need to practice more in pronouncing diphthong in order to improve their ability.
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Eksi, Gonca Yangin, and Sabahattin Yesilcinar. "An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation." English Language Teaching 9, no. 2 (January 19, 2016): 205. http://dx.doi.org/10.5539/elt.v9n2p205.
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<p>Given the limited time for instruction in the classroom, pronunciation often ends up as the most neglected aspect of language teaching. However, in cases when the learner’s pronunciation is expected to be good or native-like, as is expected of language teacher trainees, out-of-class self-study options become prominent. This study aimed to investigate the effectiveness of online text-to-speech tools used by EFL teacher trainees when preparing for an oral achievement test. The study was conducted with 43 junior year teacher trainees at a large state university in Turkey. A pre- and post-test experimental design was used. Both qualitative and quantitative data were collected through a questionnaire to explore the trainees’ opinions related to pronunciation and their practices to improve this, a post reflection questionnaire for the effectiveness of the procedure, and a speaking rubric to evaluate the oral presentations of the trainees. The results indicate that the trainees perceived a native-like accent as a measure of being a good language teacher. It was also revealed that text-to-speech websites are effective self-study tools in improving trainees’ pronunciation.</p>
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Juita, Erlinna. "SPEAKING ASSESSMENT FOR STUDENTS OF MEDICAL LABORATORY TECHNOLOGY." Journey (Journal of English Language and Pedagogy) 4, no. 1 (March 29, 2021): 1–10. http://dx.doi.org/10.33503/journey.v4i1.1227.
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Despite the fact that English is adopted as compulsory subject in higher education and extended period of learning, students still have low proficiency level. Thus, studies on students’ proficiency level need to be conducted for an effectively designed classroom activities. The purpose of this study was to assess students’ speaking skills to obtain a comprehensive review. The population of this study was students of Akademi Kesehatan John Paul II Pekanbaru. The instrument of this study was rubric assessment with four aspects assessed: grammar, vocabulary, fluency, and pronunciation. The average speaking performance was 2.25 in satisfactory level. The lowest result was grammar with the average score of 2.56 in satisfactory category, whereas the highest result was pronunciation, 3.08, good category. The results of vocabulary and fluency were 2.79 and 2.82 in satisfactory level. In conclusion, students’ speaking performances were still in satisfactory level. Improvements were needed in grammar, vocabulary and fluency
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Sandoval Zapata, Marcos Marcelo, and Claudio Díaz Larenas. "Podcast-based lessons: a useful tool to improve university students’ descriptive oral skills." Revista Comunicación 29, no. 1-2020 (June 30, 2020): 52–68. http://dx.doi.org/10.18845/rc.v29i1-2020.5260.
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This article aims to analyze the impact of using podcast-based lessons in order to improve descriptive oral skills in a cohort of Chilean tertiary education students. The participants underwent four synchronous podcasting sessions in which feedback was provided using an eight-criteria analytic rubric. At the end of the intervention, a focus group was conducted, in order to collect the participants’ perceptions on the new methodology. Their responses evidenced that this methodology was a valuable complement to their EFL classes, being pronunciation and fluency the criteria they perceived as the most benefitted.
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Binawati, Ariesa Restianti, Bachtiar S. Bachri, and Fajar Arianto. "EFFECTIVENESS OF COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH MODEL IN CHINESE LANGUAGE LEARNING." Akademika 9, no. 02 (November 30, 2020): 65–71. http://dx.doi.org/10.34005/akademika.v9i02.940.
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Pronunciations of Chinese that are different from Indonesian pronunciation make beginner learners feel difficult and the need for companions in learning Mandarin. Spelling mistakes make meaning mistakes in Chinese. This requires a language learning model. The Cognitive Academic Language Learning Approach(CALLA) model is a language learning model for the development of foreign language skills according to native speakers. So the CALLA model is used for learning Chinese in order to practice self-directed learning and Mandarin phonetics. This study aims to determine the effectiveness of the CALLA model in Chinese learning in 10th grade. The research method used was a quasi-experimental study in 10th grade with data collection in the form of a response questionnaire to assess learning independence and a performance assessment rubric to assess Mandarin phonetics and then analyzed by using the independent sample t-test. The results of t-test are 0.00<0.05 in phonrtic aspect and 0.014<0.05 in self-directed learning. This suggests that the Cognitive Academic Language Learning Approach Model is effectively used ini the 10th grade Mandarin learning in the phonetics and self-directed learning aspect.
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Fauzi, Adin. "The In-Class Flip Model In Teaching Speaking: Improving Elementary Students’ Skill And Learning Process." Indonesian Journal Of Educational Research and Review 3, no. 2 (July 12, 2020): 64. http://dx.doi.org/10.23887/ijerr.v3i2.26600.
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This study aimed to enhance the students’ speaking skill and the learning process of speaking by implementing the in-class flip model. The participants of this classroom action research were grade V students of an Islamic elementary school. There were six students who participated in this study. This study was conducted in one cycle consisting of two meetings. The data were collected through observation, interview, and rubric. The findings indicate that the students’ speaking skill improve after learning in the in-class flip model. Before this study, the students struggled with speaking. At the end of this study, the students perform better in speaking in the aspects of vocabulary, pronunciation, and structure. The learning process is student-centered thanks to group activities. The students are also more active, motivated, responsible, and cooperative during the learning process. This study concludes that the in-class flip model is effective to teach English to young learners.
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Werdiningsih, Indah. "The Use of Debate Method to Improve Students’ Speaking Skill." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (October 18, 2018): 13. http://dx.doi.org/10.30587/jetlal.v2i2.623.
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Speaking is a crucial part of the language learning process. However, many students find speaking as one of the most difficult skills in English. Therefore, the researcher wants to improve the students’ speaking ability through the suitable teaching method, in this case the debate. The objective of this research referring to the research problem is to find out how the debate method can improve speaking ability. Based on the research problem and the relevant theory, the hypothesis of this research is described as follows: Debate method improves the speaking ability of the fifth semester students of Universitas Muhammadiyah Jember in the 2017 / 2018 academic year by developing their activeness in expressing oral argument logically in a systematic way. The design of this research is classroom action research. The research subject is the fifth semester class consisting of 34 students. Test and observation are used to obtain the data. The data collection involved a number of instruments namely Test of Speaking English and Speaking Rubric. It was then evaluated by using speaking rubric covering fluency, pronunciation, vocabulary and grammar. Debate method improves the students’ speaking ability in two cycles from M = 61.84 in Cycle 1 to M = 70.34 in Cycle 2 and the percentage of students scored (E = 66.67%) in Cycle 1 to (E = 83.34%) in Cycle 2. The observation result from 56.15% students’ activeness in Cycle 1 to 85.29% students’ activeness in Cycle 2. Based on the data above, there was significant impact of Cycle 2 implementation on the students’ speaking ability. It can be concluded that debate method is able to improve the students’ speaking ability.
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Zhang, Liu, Chao Shu, Jin Guo, Hanyi Zhang, Cheng Xie, and Qing Liu. "Generative Adversarial Network-Based Neural Audio Caption Model for Oral Evaluation." Electronics 9, no. 3 (March 3, 2020): 424. http://dx.doi.org/10.3390/electronics9030424.
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Oral evaluation is one of the most critical processes in children’s language learning. Traditionally, the Scoring Rubric is widely used in oral evaluation for providing a ranking score by assessing word accuracy, phoneme accuracy, fluency, and accent position of a tester. In recent years, by the emerging demands of the market, oral evaluation requires not only providing a single score from pronunciation but also in-depth, meaning comments based on content, context, logic, and understanding. However, the Scoring Rubric requires massive human work (oral evaluation experts) to provide such deep meaning comments. It is considered uneconomical and inefficient in the current market. Therefore, this paper proposes an automated expert comment generation approach for oral evaluation. The approach first extracts the oral features from the children’s audio as well as the text features from the corresponding expert comments. Then, a Gated Recurrent Unit (GRU) is applied to encode the oral features into the model. Afterwards, a Long Short-Term Memory (LSTM) model is applied to train the mappings between oral features and text features and generate expert comments for the new coming oral audio. Finally, a Generative Adversarial Network (GAN) is combined to improve the quality of the generated comments. It generates pseudo-comments to train the discriminator to recognize the human-like comments. The proposed approach is evaluated in a real-world audio dataset (children oral audio) collected by our collaborative company. The proposed approach is also integrated into a commercial application to generate expert comments for children’s oral evaluation. The experimental results and the lessons learned from real-world applications show that the proposed approach is effective for providing meaningful comments for oral evaluation.
Dissertations / Theses on the topic "Pronunciation rubric"
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Ma, Rui. "The Role of Pronunciation in Speaking Test Ratings." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4426.
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This study explores the weight of pronunciation in a speaking proficiency test at an English as a Second Language (ESL) Intensive English Program (IEP) in America. As an integral part of speaking, beliefs, practices, and research of pronunciation teaching have experienced shifts over the decades (Morley, 1991). Most studies concerning speaking have focused on intelligibility, comprehensibility, and accentedness of speaking, with attempting to address the role of pronunciation in oral communication. However, the degree to which pronunciation is weighed in determining speaking proficiency levels is unclear (Higgs & Clifford, 1982, Kang, 2013). In an effort to contribute to the understanding of this issue, the current study investigates the relationship between pronunciation and speaking proficiency ratings. The speaking proficiency ratings and pronunciation ratings in vowels, consonants, word stress, sentence stress, intonation, and rhythm of 226 speaking samples from English learners were collected at Brigham Young University's (BYU) English Language Center (ELC). The study confirms that suprasegmentals explain more variance than segmentals in English proficiency, and among those suprasegmental features, only the ratings of sentence stress increase incrementally with the proficiency levels without overlapping among proficiency levels.
Book chapters on the topic "Pronunciation rubric"
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Gimeno-Sanz, Ana. "LMOOCs: free, self-access language learning on a global scale." In Innovative language pedagogy report, 49–55. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.1235.
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What is it? Massive Open Online Language Courses, also commonly known as Language MOOCs or LMOOCs, are online courses offered for a limited period of time by higher education institutions worldwide for anybody wishing to learn a foreign language. The average duration of these courses is between four and six weeks, and approximately three to five weekly study hours are required. Because of their duration, LMOOCs often focus on specific aspects of the target language, e.g. academic writing, improving pronunciation, written communication for the workplace, preparation for specific language examinations, survival language skills, etc. There are also abundant introductory courses focusing on basic language performance. Enrolment is free but these courses are usually not eligible for credit; however, learners may purchase a certification, which is normally moderately priced. Enrolment is not restricted by age, qualifications, or geographic location, conditions that nurture their ‘massiveness’. MOOCs are delivered through online platforms which are based on the template approach to software authoring, that is, multimedia content is inserted into templates by materials writers. MOOCs that follow a course format are known as xMOOCs (x stands for eXtended). They include a syllabus and are organised according to a set schedule; moreover, learners usually have access to some instructor guidance. On occasions, after the first edition of the scheduled course, some LMOOCs are made available on a self-access basis. This means that learners are free to set their own pace and organise their study at will. The onus of learning is therefore on the student. Most MOOCs are based on micro-lessons delivered through short audio or video clips followed by exercises, activities, and reading material. Most LMOOCs also include assignments, tests, or quizzes that are either automatically assessed or peer-assessed by means of rubrics. Grading is also provided, and students can oversee their performance through an automatic scoring system.