Relevant bibliographies by topics / Pronunciation skills

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

Academic literature on the topic 'Pronunciation skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "Pronunciation skills"

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Isabella Rosalin, Wageyono, and Nur Hasibin. "A DESCRIPTIVE STUDY OF PRONUNCIATION MASTERY." LUNAR 6, no. 1 (2022): 289–97. http://dx.doi.org/10.36526/ln.v6i1.1969.

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The purpose of this study is to learn about students' pronunciation skills, particularly in pronouncing short and long vowels. The research was descriptive quantitative in nature. The eight grade students, a total of 30 kids, are the focus of this study. The information is gathered using an oral test. The data was quantitatively analyzed to determine the percentage of students who scored well on pronunciation. The largest inaccuracy in the pupils' pronunciation was / æ /, which had a total percentage of 63,33% and was classed as moderate. To avoid mispronounce, the researcher proposed that teachers provide students the exact pronunciations. Students should practice more by using an online dictionary or other resources to assist them enhance their pronunciation skills.
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Isabella Rosalin, Wageyono, and Abdul Halim. "A DESCRIPTIVE STUDY ON PRONUNCIATION MASTERY FOR THE EIGHT YEAR STUDENTS AT SMP MUHAMMADIYAH 7 SEMPU." LUNAR 8, no. 1 (2024): 63–74. http://dx.doi.org/10.36526/ln.v8i1.3709.

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The purpose of this study is to learn about students' pronunciation skills, particularly in pronouncing short and long vowels. The research was descriptive quantitative in nature. The eight grade students, a total of 30 kids, are the focus of this study. The information is gathered using an oral test. The data was quantitatively analyzed to determine the percentage of students who scored well on pronunciation. The largest inaccuracy in the pupils' pronunciation was / æ /, which had a total percentage of 63,33% and was classed as moderate. To avoid mispronounce, the researcher proposed that teachers provide students the exact pronunciations. Students should practice more by using an online dictionary or other resources to assist them enhance their pronunciation skills.
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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?" Journal of Language Teaching and Research 7, no. 5 (2016): 967. http://dx.doi.org/10.17507/jltr.0705.18.

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One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.
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Komang, Trisna Dewi, Sutami Dwi Lestari, Kadek Jayanthi Riva Prathiwi, and I Nengah Arimbawa. "THE IMPLEMENTATION OF CARTOON VIDEO TO IMPROVE THE IMPLEMENTATION OF CARTOON VIDEO TO IMPROVE THE EIGHTH-GRADE STUDENTS’ PRONUNCIATION SKILL AT SMP NEGERI 12 DENPASAR." LUNAR 7, no. 2 (2023): 68–78. http://dx.doi.org/10.36526/ln.v7i2.3112.

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Pronunciation is one of the essential nouns that are based on oral and basic forms skill to speak English and other languages. Learning English pronunciation can help students to pronounce words and sentences correctly. Clear pronunciation makes it easy for students to understand and produce intelligible sounds, therefore pronunciation learning has become an important aspect in teaching. This research used the Classroom Action Research (CAR) methodology. The result showed that the best implementation of cartoon videos was proven to improve students’ pronunciation skills. In order to achieve the best implementation of cartoon video to improve students’ pronunciation skill, there were three factors that must be considered: Learning system, speech rate, and the students’ frequency in practicing pronunciation. Besides, the findings also showed that most of the students had a positive perception of the use of cartoon videos in learning pronunciation. Most of the students felt helped in learning pronunciation using cartoon videos. They also felt more interested and motivated in pronunciation learning process. Therefore, it can be concluded that the cartoon videos was the suitable media to teach pronunciaciton and had been proven to improve students’ pronunciation skills through its best implementation.
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Rizakhodjayeva, G., and I. Abdulamit. "Current perspectives on pronunciation skill development." Bulletin of the Innovative University of Eurasia 82, no. 2 (2021): 27–34. http://dx.doi.org/10.37788/2021-2/27-34.

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Main problem: the article discusses the importance of modern methods used in the development of pronunciation skills in teaching English in Kazakh schools. Currently, in their practice, teachers are guided by four main areas: listening, speaking, reading, and writing. However, if we partially distinguish these skills, there are many auxiliary skills: pronunciation, spelling, grammar, vocabulary, punctuation... and much more. Here, the most important of these skills is the pronunciation skill, so the research work included providing the most effective modern methods aimed at developing students ' pronunciation skills, applying them on the basis of practice, and differentiating the result. Purpose: to determine the importance of pronunciation in a student's ability to speak a foreign language fluently and suggest ways to develop it using the ‘Ben Franklin’ exercise. Methods: descriptive, systematization and analytical methods were used in the course of the study. Results and their significance: the authors of the article identified the important role of pronunciation skills in the development of students 'fluency in English in the modern updated educational process of the country and proposed the Ben Franklin exercise, aimed at developing students' pronunciation skills in the process of teaching English. Within the framework of world education, English teachers are able to generalize the importance of a new type of technology for the development of any language competence of a student in the acquisition of a foreign language by a student. After all, changes in the progressive development of society lead to the introduction of new ideas and modern traditions in the content of Education.
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Đurović, Tatjana, and Nadežda Silaški. "An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom." Romanian Journal of English Studies 10, no. 1 (2013): 89–98. http://dx.doi.org/10.2478/rjes-2013-0007.

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Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.
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Cheesman, Matthew, Darren Do, Sean Alcorn, Gary Grant, and Elizabeth Cardell. "Impact of the “DrugSpeak” programme on drug name pronunciation skills and perceptions in a pharmacy student cohort." Pharmacy Education 22, no. 1 (2022): 348–59. http://dx.doi.org/10.46542/pe.2022.221.348359.

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Introduction: Difficulties in pronouncing many drug names can lead to medication errors in pharmacy practice. A pilot study called DrugSpeak was devised to provide educational scaffolding to enable students to pronounce drug names correctly. Method: Student participants (n = 26) accessed online videos on phonetics and audio files of drug names, and then undertook a workshop that provided them with basic phonetics training to assist them in pronouncing drug names correctly. Surveys and audio recordings of student pronunciations of drug names were conducted before and after intervention with DrugSpeak. Results: Significant increases (p<0.01) in student drug pronunciation and accuracy were observed following DrugSpeak. Students reported reductions in anxiety and enhancements in their confidence levels relevant to drug pronunciation. Conclusion: The DrugSpeak education package yielded promising outcomes in the improvement of student drug pronunciation skills and in providing students with the confidence to tackle drug names unfamiliar to them.
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Hirci, Nataša. "Investigating trainee translators’ views on the pronunciation of English: a Slovene perspective." Linguistica 57, no. 1 (2017): 93–106. http://dx.doi.org/10.4312/linguistica.57.1.93-106.

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While the importance of excellent pronunciation skills for language professionals is indisputable, research attention has focused mainly on the pronunciation skills of teachers. Nevertheless translators, and even more so interpreters, who are constantly engaged in multi-lingual communication with their clients, face a tough competition in the global market and those with poor pronunciation skills are at a considerable disadvantage. Developing good pronunciation skills is thus an aspect that should not be neglected in the training of translators and interpreters, since it may directly affect their prospects of employment. The paper explores the views of Slovene trainee translators on the pronunciation of English. Their self-perception of English pronunciation skills and expectations concerning their pronunciation are examined by using a questionnaire administered to trainee translators at the University of Ljubljana. The questionnaire results provide an insight into the participants’ perceptions of their attained pronunciation proficiency and their attention to pronunciation instruction. The analysis of the replies reveals that trainee translators view pronunciation as an important element of their speaking proficiency, highlighting the issue of intelligibility as an essential component of communicative competence. The findings raise interesting issues important for pronunciation teaching in translator training, underlining the necessity to identify specific learner needs of future translators and interpreters.
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Asrul, Nurmahyuni, and Azizah Husda. "Enhancing Pronunciation Skills Through Phonetic Method." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (2022): 4167–76. http://dx.doi.org/10.35445/alishlah.v14i3.394.

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This paper aims at stressing current issue on how to enhance pronunciation skills through the phonetic method. The design applied action research in a classroom where there are two cycles conducted after primarily doing pre-cycle. The techniques to collect the data were an oral test, interviews with students and teacher, and field notes. The findings showed that the first cycle did not significantly enhance students’ skills in pronunciation because, among 24 students, 16 students passed the test with the category of a good score and sufficient. Some students were still confused with the pronunciation instruction and failed to test underscore 60. Thus, It needs the second cycle to reach the goal of the research. The second cycle pointed out that 19 students enhanced their pronunciation skills. This research furthermore gives some contribution. First, the students will have the confidence to use English without any affection to be awkward, nervous through having an interaction with each other and make them able to communicate well. Then, in language learning, it provides both practical and theoretical teaching ideas to the prospective teachers to help and to assess their students for enhancing accurate pronunciation.
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Zaenuri, Srundi Akbar, and Nur Alamsyah. "IMPROVEMENT ANALYSIS OF LEARNING VOCABULARY ASSISTED WITH FLASH CARDS." PROJECT (Professional Journal of English Education) 3, no. 2 (2020): 175. http://dx.doi.org/10.22460/project.v3i2.p175-179.

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Vocabulary is a very important part of learning English that must be mastered by students to communicate well. This research try to analyze (1) discussions that often occur in pronunciation of vocabulary for students using the flash cards method; (2) implementing learning to read vocabulary in speaking skills; (3) learning evaluation system for pronunciatio1n of vocabulary for students using the flash cards method; (4) Improving pronunciation skill words to students through the flashcard method. The method used in this research was classroom action research (CAR). The research method also aims to memorize quickly the vocabulary they receive is important vocabulary they want for the continuity of learning English using the flashcard method. The results showed that students' vocabulary understanding improved after they were taught using flash cards Keywords: Vocabulary,Flashcard, CAR
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Dissertations / Theses on the topic "Pronunciation skills"

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Tegnered, Axel, and Jonas Rentner. "Teachers’ Views on Teaching English Pronunciation : A Phenomenographic Study of Upper-secondary Teachers’ Views and Reported Practices." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177896.

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This study investigates Swedish upper-secondary teachers’ views and reported practices regarding pronunciation instruction in the English-as-a-foreign-language classroom. It adopts a mixed-method design, analysing qualitative data collected from a focus-group interview (N=4) and quantitative data collected from an online survey (N=54).  To investigate the views and reported practices of teachers, the following research questions were posed:  1. What are the views and attitudes of English teachers in the Swedish upper-secondary school regarding pronunciation and pronunciation instruction?  2. How do English teachers in the Swedish upper-secondary school describe their own practices in pronunciation instruction?  Results indicate that teachers generally value comprehensibility as the most important aim of pronunciation instruction. However, a native-like accent still seems to be highly valued, and nativeness norms still seem to affect teachers’ views and practices to some extent. Finally, our findings indicate that teachers spend very little time on pronunciation teaching in general, and they highlight that other aspects of language instruction are more important.
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Heikkinen, Kalle. "Teaching and assessing English pronunciation in the communicative classroom : A qualitative study about teaching and assessing English pronunciation as part of oral skills in the ninth grade in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70055.

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This study investigates how a group of English teachers in Sweden teach and assess pronunciation to ninth graders as a part of oral skills. The method applied in the study is qualitative semi-structured interviews with six teachers from different cities and schools in Sweden. The results show that teaching English pronunciation is included in different speaking and listening contexts and is not taught separately. However, the teachers do formative pronunciation assessments in almost every lesson, but summative assessment is rarely given in each semester. This case study views how the participants teach English pronunciation to ninth graders and concludes that communicative language teaching methods have an overwhelming role in the teaching of pronunciation, as pronunciation is included in other language skills and happens mostly without direct focus, which is typical in a communicative approach.
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Olsson, Martin. "Assessing oral skills : A study comparing the Swedish and Norwegian English syllabi with the Common European Framework of Reference." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57078.

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This is a comparative study of the Swedish and Norwegian syllabi for English for the minimum courses required in order to be allowed to apply for university courses in both countries. The study focuses on the assessment of oral production and what guidelines teachers and students are provided with in order to know what is to be assessed. As a reference point while comparing, the Common European Framework of Reference has been used as a framework for this study.  The comparison has been done solely in a text-oriented manner, comparing both of the syllabi with the reference document. In the conclusion, the results drawn from this comparison will be put against each other in order to see any differences between the two syllabi and the ways in which they have interpreted the reference document.  The conclusion was that both of the syllabi were largely inspired by the reference document and so turned out to be very similar in many aspects within oral proficiency assessment, as well as there were some aspects where they were quite different. The most obvious of these were the aspect of descriptors of different grade levels which was an aspect where all three documents differed in some manner, the Norwegian syllabus being the document that was least alike the two other documents.
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Wallace, Nilsson Margaret. ""Better a Railing at the Top of the Cliff than a Hospital at the Bottom!" : the use of Edward Lear's nonsense ABC as a didactical tool in the development of pronunciation skills in young lerarners of English." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8517.

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The development and acquisition of English pronunciation in learners of English is a much neglected area of linguistic study. Research predominantly focuses on the pronunciation skills in adult English learners. However, there is no relevant data pertaining to the pronunciation skills in young English learners. Studies pertaining to pronunciation and oral proficiency are needed in order to fully assess the development and promotion of English language pronunciation in educational settings. It is necessary to encourage the active learning of pronunciation skills in young learners, in order for them to under pin the phonetical and phonological structures of the English language at the earliest stages of their language acquisition. The natural curiosity that young children display for sounds, rhymes and words is a resource that should be exploited by teachers in order to promote and encourage proficient pronunciation at the earliest stage of a child’s Second Language Acquisition (SLA). The current study focuses on the use of nonsense language in Second Language educational settings in order to introduce phonology and phonetics at the earliest stage of English language acquisition to encourage correct pronunciation in young L2 learners of English. The materials chosen for the study are selected verses from Edward Lear’s nonsense ABC. The nonsense ABC is introduced as a teaching/learning tool to help young primary school children in Sweden develop their pronunciation skills and avoid fossilized language patterns at a later stage of Second Language Acquisition. Young language learners need a solid foundation on which to build their language skills in order to develop as mature Second Language learners. The findings of this investigation showed that the introduction of nonsense language as a practical and didactical tool for the development of pronunciation had a positive effect on the development of pronunciation skills in the beginner English Language Learners (ELL) who actively participated in the study.
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Childers, Marie B. Childers. "Individual Differences in Using Context to Resolve Phonological Ambiguity." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1528056981332172.

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Varasarin, Patchara. "An action research study of pronunciation training, language learning strategies and speaking confidence." Thesis, 2007. https://vuir.vu.edu.au/1437/.

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English is a vehicle for international communication. In order to meet the demands of modern society, English teachers need to pay more attention to the development of learners’ competence and focus on a more effective and successful method. However traditional approaches to English language teaching still dominate Thai classrooms. Language teachers should not focus on reciting but should teach from their own understanding of language learning and help learners gain more competence with confidence. This study is a collaborative action research investigation to develop pronunciation training and communicative competence for Thai students studying English in Thailand. This study investigated pronunciation training and language learning strategies, how they influenced the learning behaviour of Thai students studying English and improved their speaking confidence. The purpose of the training was to improve students’ pronunciation and spoken intelligibility. It drew upon data collected in pronunciation training in one school in Thailand using language learning strategies and evaluated improvement after being trained in developing speaking confidence. The project contained two cycles, the first of which was to train five teachers using pronunciation training and language learning strategies. We evaluated their improvement in correct speech and in developing speaking confidence. In the second cycle, these teachers in turn taught a group of four students each and similar improvements were observed. The action phases showed the implications of the importance of pronunciation training in the Thai context and the usefulness of dictionary usage to help learners to improve their competence and to have more confidence to speak English. The project resulted in a change of policy by the school to include pronunciation teaching and to allocate English classes to teachers who understood that process. The pronunciation learning strategies in this study and those of other researchers were presented to formulate strategies as a contribution for teachers to include teaching pronunciation in their classroom instruction. The researcher intends that the data will be useful for language teachers to help them further their understanding of their students’ learning behaviour to achieve improved pronunciation. In addition, the phonetic symbol system used in the training was chiefly inspired from the symbols of the International Phonetic Association (IPA) to be standardized and easy to apply.
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Levasovská, Helena. "Úroveň motoriky a výslovnosti u předškolních dětí ve vztahu k místu bydliště a pohybovým aktivitám." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446084.

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Aim of thesis: The aim of this thesis is to monitor the relationship between the place of residence and the mastered level of motor skills together with the quality of children's speech. At present, there is a more frequent postponement of school attendance, caused by deficiencies in speech or insufficient level of motor skills. The nature of the activities of preschool children has changed considerably, mainly due to the influence of technology. Physical activities and an active way of spending free time have a significant effect on the development of children's motor skills. Other goals of this thesis are to find out whether children have an adequate level of motor skills and speech before starting school and to prove whether there is a connection between delayed motor skills and speech problems. Method of thesis: The motor test MABC-2 was used to develop the research of this diploma thesis; articulation test according to Hrušková using picture cards for children; a questionnaire which five questions in paper form, which was distributed to the parents of the tested children; an interview with eight kindergarten teachers, where I had prepared three questions and then left room for free discussion and analysis of school education programmes of individual kindergartens with regard to the educational...
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Benková, Kateřina. "Výuka aspektů souvislé řeči." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356042.

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This thesis concerns teaching aspects of connected speech. The theoretical part briefly introduces aspects of connected speech from a phonetic and didactic point of view. It further scrutinizes the relation between teaching aspects of connected speech and the development of decoding skills. The practical part presents research aimed at the effects of explicit instruction and training in selected aspects of connected speech on understanding of authentic speech. The results indicate that twelve 45-minute lessons based on authentic TV series may have had a significant positive influence on the development of the students' listening skills. They further show that the students found the training enjoyable and useful.
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Skrzek, Jakub. "Metody ingerujące a metody nieingerujące w pracy z dzieckiem z dyslalią obwodową." Doctoral thesis, 2015.

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Rozprawa odnosi się przede wszystkim do zaburzeń artykulacji, które, podobnie jak wszystkie inne nieprawidłowości, ograniczają człowieka. Wady wymowy stanowią bowiem poważny problem już we wczesnych latach życia, gdy dziecko bywa wyśmiewane ze względu na swoje problemy, a także w okresach późniejszych, stanowiąc przeszkodę w pełnieniu obowiązków lektora, aktora, prawnika czy nauczyciela. Wadliwa artykulacja, wbrew powszechnej opinii, nie jest najprostszym zaburzeniem mowy, z jakim mierzy się logopeda. Doświadczenia praktyków pokazują jednoznacznie, że terapia wskazanych tu nieprawidłowości w niektórych przypadkach jest bardzo trudna i rozciągnięta w czasie, dlatego istnieje tak wielka potrzeba stworzenia nowego podręcznika na temat kształtowania i automatyzacji głosek języka polskiego, którego wyraźnie brakuje po opublikowanym w 1967 roku „Jak usuwać seplenienie i inne wady wymowy” D. Antos, G. Demel i I. Styczek. Pierwsze rozdziały rozprawy doktorskiej, stanowiące część teoretyczną, zawierają rozważania na temat systemu fonologicznego języka polskiego, normy wymawianiowej, zaburzeń artykulacji, właściwości mowy dziecięcej oraz metody i techniki pracy z dziećmi z dyslalią.W drugiej części pracy, w której zamieszczono opis badań własnych, omówione zostały zagadnienia metodologiczne przeprowadzonego eksperymentu, tj. cele i przedmiot badań, założenia terminologiczne oraz podstawy ujęcia statystycznego wyników. W kolejnych rozdziałach przedstawiono analizę wyników badań na temat dziecięcego poczucia poprawności językowej, wyniki badań eksperymentalnych, metodykę postępowania logopedycznego w poszczególnych grupach badawczych oraz propozycję artykulacyjnego minimum sprawnościowego. Głównym zagadnieniem poruszonym w pracy jest metodyka wywoływania i utrwalania głosek w terapii dzieci z dyslalią obwodową. Poddane eksperymentowi techniki terapeutyczne zostały podzielone na potrzeby przeprowadzonego badania na dwie grupy metod, nazywanych tu ingerującymi i nieingerującymi. Głównym kryterium takiego podziału była stymulacja dotykowa pacjenta lub jej brak. Celem teoretycznym przeprowadzonego eksperymentu było poznanie wpływu metod ingerujących (zakładających kontakt dotykowy logopedy z pacjentem) i nieingerujących (bez kontaktu dotykowego) na poprawę umiejętności artykulacyjnych dzieci w wieku przedszkolnym. Badania miały również odpowiedzieć na pytanie, czy dostarczenie większej ilości bodźców zmysłowych (dotykowych, czuciowych) wpływa na skuteczność prowadzonej terapii wad wymowy. Praktyczne wnioski płynące z badań wiążą się z dostarczeniem niezbędnej wiedzy na temat właściwego wykorzystywania określonych metod i technik terapeutycznych w procesie wywołania normatywnych głosek języka polskiego. Eksperyment miał zatem odpowiedzieć na pytanie, jakie działania powinien podjąć terapeuta, by proces poprawy artykulacji był szybszy i efektywniejszy. Przedstawione wyniki ogólne potwierdzają zasadność postawionej na początku pracy tezy o wyższej skuteczności terapii wad wymowy dzięki wykorzystaniu metod i technik ingerujących. Zaprezentowane w pracy próby warg i języka stanowią podstawę artykulacyjnego minimum sprawnościowego, w obrębie którego znajdują się także ćwiczenia ukierunkowane tylko i wyłącznie na terapię określonej głoski lub grupy głosek. Za podstawę uzyskania dźwięku uznawano zatem pełen zasób prób warg i języka oraz określone ruchy dedykowane prowadzonej korekcji mowy.Badania miały za zadanie wykazać, że umiejętnie stosowane metody ingerujące są skutecznym sposobem na przyspieszenie i uatrakcyjnienie terapii. Dzięki powstającym ciągle pomocom logopedycznym, opartym na wnikliwej analizie ich skuteczności, możliwe jest stosowanie metod zgodnych z zasadami sensomotoryki człowieka, które dążą do celu ostatecznego – poprawy funkcjonowania pacjenta w społeczeństwie.<br>The work primarily refers to disorders of articulation, which, like all other abnormalities, restrain a human being. Speech defects constitute a serious problem already in the early years of life, when a child is sometimes ridiculed because of its problems, and also in later periods, obstructing the performance of duties of a reader, an actor, a lawyer or a teacher.Defective articulation, contrary to popular belief, is not the easiest speech disorder, faced by a speech therapist. Practitioners' experience clearly demonstrate that therapy of the abnormalities indicated here, in some cases, turns out to be very difficult and stretched in time, which is why there is so great a need for a new manual on shaping and automation of the sounds in the Polish language, which is clearly missing after "How to remove lisp and other speech defects" by D. Antos, G. Demel and I. Styczek, the published in 1967.The first chapters, constituting the theoretical part, contain considerations on the Polish phonological system, standards of pronunciation, articulation disorders, properties of children's speech, and methods of dealing with peripheral dyslalia. The next section discusses the methodological issues of the experiment conducted, i.e. the objectives and the target of the research, the terminology assumptions and the basics of statistical presentation of results. The third and fourth chapters present detailed findings of the research and the minimum articulation skill.A description of the results of the experiment was divided into three main parts: the detailed results, the aggregate results of all the research groups and the methodology of logopedic conduct during the therapy of individual speech defects. The above sequence of discussion is justified primarily by the fact that differences in the higher efficacy of interfering methods over the non-interfering ones grow in direct proportion to the increase in the level of generalization of results, i.e. the greater the data range, the higher the statistical significance confirming the thesis formulated in this dissertation.The main focus of the work is the methodology of developing and saving sounds in the treatment of children with peripheral dyslalia. The therapeutic techniques subjected to the experiment were divided for the purpose of the research conducted into two groups of methods, referred to as interfering and non-interfering here. The main criterion for such a division was the patient's tactile stimulation or its lack.The theoretical aim of the conducted experiment was the exploration of the impact of the interfering and non-interfering methods on the correction of articulation skills in preschool children. The research was also supposed to answer the question of whether providing more sensory stimuli (tactile, sensory) affects the effectiveness of the therapy of speech defects.The practical conclusions from the research are associated with delivering the necessary knowledge about the proper use of specific methods and therapeutic techniques in the process of calling normative Polish language sounds. The experiment was therefore to answer the question of what action should be taken by a therapist to make the process of articulation improvement more efficient and more effective.Exercises to lips and tongue presented in this work, form the basis of minimum articulation skills, within which there are also exercises targeted exclusively to the treatment of specific sound or group of sounds. A full resource of lips and tongue trials and specific movements dedicated to the conducted speech correction is therefore considered as the basis for obtaining a sound.
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Books on the topic "Pronunciation skills"

1

Ide, Arthur Frederick. Improving English speaking and pronunciation skills. Monument Press, 2010.

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Florez, MaryAnn Cunningham. Improving adult ESL learners' pronunciation skills. ERIC, National Clearinghouse for ESL Literacy Education, 1998.

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Kimmell, Geraldine M. Sound out: Listening skills program. Academic Therapy Publications, 1989.

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Matthews, Candace. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Prentice-Hall, 1994.

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Matthews, Candace. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Prentice Hall Regents, 1994.

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Phillip, Edmondson, ed. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Prentice Hall Regents, 1994.

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Sciban, Shu-ning. Fayin: Mandarin pronunciation. 2nd ed. University of Calgary Press, 2002.

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Bowen, Tim. The pronunciation book: Student-centred activities for pronunciation work. Longman, 1992.

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Bowen, Tim. The pronunciation book: Student-centred activities for pronunciation work. Longman, 1992.

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Champagne, Cécile. Accent on accent: A method for developing French pronunciation skills. Centre éducatif et culturel, 1986.

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Book chapters on the topic "Pronunciation skills"

1

Wallwork, Adrian. "PRONUNCIATION: WORD AND SENTENCE STRESS." In Telephone and Helpdesk Skills. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1812-6_16.

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George, Jennifer, and Paul Gnanayutham. "Facilitating Pronunciation Skills for Children with Phonological Disorders Using Human Modelling." In Digital Human Modeling. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73321-8_68.

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Kirsch, Claudine. "Developing speaking and pronunciation skills through storytelling on the app iTEO." In Teaching Languages Creatively. Routledge, 2018. http://dx.doi.org/10.4324/9781315516332-4.

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Meng, Feng, Yanming Jia, Wufeng Wang, and Xu Ning. "Evaluation Methods of English Advanced Pronunciation Skills Based on Speech Recognition." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34387-3_26.

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Anisimova, Olga V., Lola K. Bobodzhanova, Kseniya S. Kolobova, and Inna S. Makarova. "Integration of Internet Tools to Enhance Pronunciation Skills: Effectiveness of Educational Content on YouTube." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_21.

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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. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11496-5_10.

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Sitaresmi, Nunung, Lilis Siti Sulistyaningsih, Rahmawati, and Rohima Auliya Sukmawaty. "Indonesian Pronunciation Skills of Korean Speakers as Indonesian Language Program for Foreign Speakers Learning Materials." In Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-91-6_61.

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Keplová, Kateřina. "Sebehodnocení výslovnosti ve studiu angličtiny v terciárním vzdělávíní: Pilotní výzkum." In Výzkum v didaktice cizích jazyků V. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0310-2022-4.

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The article presents the outcomes of a doctoral project pilot study, which aims to confirm whether the research tools selected for the study of the development of pronunciation self-assessment in English studies in tertiary education support obtaining relevant and quality data which will contribute to responding to the research questions. During the pilot study, the research tools were adjusted, and the data gained disclosed the main weak point of the planned research, namely the need to focus more specifically on the skill of self-assessment rather than the language skill of pronunciation, which is the means of the self-assessment process.
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"Pronunciation." In Essential Speaking Skills. Continuum, 2003. http://dx.doi.org/10.5040/9781350933958.ch-013.

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Bally, Scott J. "Pronunciation Skills." In Communication Therapy. Gallaudet University Press, 2023. http://dx.doi.org/10.2307/jj.4350580.16.

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Conference papers on the topic "Pronunciation skills"

1

Portikeeva, Elena Sergeevna. "The development of pronunciation skills in German lessons." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113720.

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Spaulding, Samuel, and Cynthia Breazeal. "Pronunciation-Based Child-Robot Game Interactions to Promote Literacy Skills." In 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2019. http://dx.doi.org/10.1109/hri.2019.8673296.

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Bodnar, Svetlana, and Galina Yatsenko. "ACADEMIC TRAINING OF PRONUNCIATION AND INTONATION SKILLS OF FUTURE LINGUISTS-INTERPRETERS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1039.

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Bellés-Fortuño, Begoña, and Lucía Bellés-Calvera. "Learning Pronunciation with OERs: a practical case for Medicine students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5571.

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The aim of this study is to improve English pronunciation in the university classroom of first-year Medicine students through the use of OERs. Technologies such as Voki or LEO network are used in the practical sessions of the English for Health Sciences module. Voki platform allows learners to practise and improve their fluency and spoken skills in the target language. LEO network was also used to allow students to exercise and check their pronunciation performance with the tool ‘Learn English through dictation’. Two surveys addressed to students tried to delve into their level of English pronunciation and the importance given to this ability up to now. We aimed at knowing how much the students were exposed to pronunciation training before entering university and whether this training was presented through the use of new technologies. First-year Medicine students seemed motivated to the improvement and learning of pronunciation techniques through the use of OERs. A final questionnaire revealed that, although the teaching proposal with the use of computer tools was rewarding, not all of them seemed so fond of new technologies as expected.
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Muhammed, Areen. "Investigating the English Pronunciation Problems for Non-Native Speakers of the Language: A Study on Charmo University Students." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.945.

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There are plenty of articles and papers focusing on second language learning and its methods; however, very few studies can be found to investigate the pronunciation problems of undergraduate students. In addition, understanding pronunciation is an important part of communicative competence. It is widely approved that students should master pronunciation to be able to grasp the language adequately; moreover, many solutions have been carried out. Yet, students should find out the problems to be able to fix the issues. The purpose of this study is to investigate the problems non-native speakers of English have, especially undergraduate students. Students with better and acceptable pronunciation can easily improve their other language skills than those with weak pronunciation. Throughout the study, university students were used as the tool to investigate the problems and later suggestions, recommendations, and solutions were given based on the data the researcher found. In this research two methods of data collection were used; qualitative (Interview) and quantitative (Questionnaire) were used on Charmo University / English Department Students.
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Kushner, P. S., L. A. Kistrina, and I. M. Kachan. "FORMATION OF PHONETIC SKILLS AT THE LESSONS OF FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-172-176.

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The article discusses the importance of teaching phonetics as part of a short course of learning a foreign language, when the program does not provide a special introductory phonetic course for a new foreign language, examples of exercises for Spanish and French for the formation of correct pronunciation skills are given.
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Almeida, Adriana Barretta. "English as an international language and Google's pronunciation tool." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-188.

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Introduction: The Google pronunciation tool is widely used by English teachers to improve students' pronunciation, and is also, and mainly, an accessible tool for online teaching, as it is available free of charge to all users of the platform. Objective: This article questions how beneficial or harmful this use can be for teaching speaking skills. Materials and Methods: This tool was analyzed in this article in light of the concept of English as a Lingua Franca (ILF), which proposes a decolonial look at the teaching-learning of the language, untying the concept of proficiency from the perfect imitation of the pronunciation of natives of the countries of greater hegemonic power, mainly the United States and England. We explore the evolution of English teaching in Brazil, highlighting a post-structuralist approach to language, which questions the traditional view of language as a structured system ready to be “acquired”. In this sense, a flexible approach is advocated that values ​​the different variants of English, including that spoken by non-natives. In this article, we carried out an investigation into the use of the tool by a student at level B1 (pre-intermediate). Images of the screen were recorded showing the tool's assessment of the student's pronunciation. Results: The Google tool, although useful, is criticized here for restricting itself to prestigious variants and promoting a purist view of pronunciation. The corrections proposed by the tool demonstrate a restricted view of the language, suggesting modifications that would not interfere with the intelligibility of the student's speech. Conclusion: We propose an expansion of pronunciation options and a more flexible approach to assessing speech intelligibility, reflecting linguistic diversity. These considerations are urgent given the importance of Information and Communication Technologies (ICTs) in contemporary teaching.
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Kalenchuk, Maria L. "PRONUNCIATION NORMS THROUGH THE EYES OF A LEXICOGRAPHER." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.03.

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One of the most controversial issues of orthoepy is the criteria for making codification decisions in the case of coexistence of pronunciation variants. For the authors of dictionaries, this question is especially important, since its solution determines the logic and procedure for the transition from pronunciation in the sounding speech of educated people to a codified norm. There are two approaches that determine the decision-making algorithm for the transition from pronunciation in live speech to codification recommendations — subjective and objective. A subjective assessment of the facts of orthoepic variability is called the position of an unconditional idea of the normativity of a variant based on tradition, following authoritative samples and the personal taste of the author of recommendations. An objective assessment of orthoepic variants can only be the result of representative sociolinguistic studies of the usus, which were started on the material of the Russian language in the 1960s under the leadership of M. V. Panov. The definition of the methodology is inextricably linked with the question of choosing criteria for recommending one of the coexisting pronunciation variants as a codified norm. The article discusses various reasons for making a decision to recommend a specific pronunciation variant as the norm: 1) compliance with the internal language law; 2) compliance with the cultural and historical tradition; 3) the prevalence of the variant and the statistics of the norm; 4) public approval and recognition by society of the variant as normative. It seems that the pronunciation variants identified in the sounding speech of educated people during representative and systematic sociolinguistic studies should be taken into account when developing pronouncing recommendations. And the only argument that prevents the usual variant from being given the status of a codified one is a violation of intra-linguistic laws. All other criteria — cultural and historical tradition, the authority of experts, speech skills and language taste of the author of the dictionary, etc. have a secondary character. Refs 16.
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Cardoso, Walcir, and Geneviève Bibeau. "Enhancing pronunciation instruction for non-francophone immigrants in Quebec: a technology-assisted proposal." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16984.

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This paper has two objectives. In Part 1, we report the findings of a mixed-method study that examines the pronunciation needs of non-francophone immigrants in Quebec after they complete the Program for the Linguistic Integration of Immigrants (known as “francization”), a language learning initiative to equip non-French-speaking immigrants with essential French skills. The findings indicate a noticeable disparity between the instruction provided to learners in the program and their practical requirements in real-life situations, and a strong need by the participants to improve their pronunciation autonomously post francization. Part 2 of the study addresses the pedagogical implications of these findings, in which we address our participants’ needs with a set of technology-enhanced pedagogical recommendations for blended and autonomous learning.
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Bityutskikh, Ksenia, та Anna Chuvashova. "A STUDY ON ACQUIRING AND IMPROVING LISTENING SKILLS OF ADULTS THROUGH ONLINE PRONUNCIATION PRACTIСE". У 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0589.

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Reports on the topic "Pronunciation skills"

1

Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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