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Journal articles on the topic 'Pronunciation skills'
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1
Isabella Rosalin, Wageyono, and Nur Hasibin. "A DESCRIPTIVE STUDY OF PRONUNCIATION MASTERY." LUNAR 6, no. 1 (June 5, 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 (June 24, 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 (September 1, 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 (November 22, 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 (June 24, 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 (March 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 (May 28, 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 (December 30, 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 (August 24, 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 (March 16, 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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Yavuz, Fatih, and Kubra Keser. "Perceptions of candidate teachers about teaching pronunciation in ELT classes." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 110–17. http://dx.doi.org/10.18844/ijlt.v11i3.4298.
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Pronunciation is regarded as one of the most significant parts to be developed in gaining speaking skills in English Language Teaching (ELT) classes. For the development of pronunciation skills, a lot of different approaches and ways have been employed. In choosing these ways and approaches, the perspectives of language teachers have constituted an important part. Thus, this study is designed with the aim of getting a deeper understanding of the perspectives of students from ELT department about pronunciation problems and pronunciation teaching. The research was designed on the basis of quantitative research design. A questionnaire adopted from Ducate and Lomicka (2009) was employed to learn the perspectives of ELT department students about pronunciation. Results have revealed that teacher candidates believe that they can improve pronunciation skills and pronunciation is as essential as other skills in ELT.
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Handayani, Rindu, and Agci Hikmawati. "Teachers’ Roles Towards Students’ Pronunciation Ability Based on Pronunciation’s Instructions and Exercises of The Twelfth Grade Students’ English Textbook." Scientia: Jurnal Hasil Penelitian 3, no. 2 (December 7, 2018): 101–20. http://dx.doi.org/10.32923/sci.v3i2.80.
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Being able to speak fluently with correct pronunciation is the first impression to attract people’s attention. A good pronunciation may be denied by students since they are more focus on expanding their English skills. English textbook takes a beneficial purpose in assisting students to pronounce English words well. Since the instructions and practices would aid students to get involved with pronunciation’s communicative practice. Various ways, clear instructions, and practices would be applied easily by students with the hands of teachers as facilitators and correctors. This research is qualitative research that focuses on analyzing teachers’ roles towards students’ pronunciation ability based on pronunciation’s instructions and exercises of the twelfth-grade students’ English textbook. The author used the qualitative descriptive method to analyze and solve problems. English textbooks need to provide some more comprehensive and clearer instructions and practices to help improve students’ pronunciation, teachers are only the facilitator to help address the materials in English class, and students’ attitude and motivation are two prominent things that learners must have.
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Irawan, Bambang, and Muhammad Ahsan Tampubolon. "USING PHONETIC TRANSCRIPTION TO IMPROVE STUDENTS’ PRONUNCIATION SKILLS." Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris 7, no. 2 (December 29, 2020): 1–12. http://dx.doi.org/10.34001/edulingua.v7i2.1325.
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For EFL students especially the students of English Letters Department at Pamulang University, mastering English is something challenging. There are several problems which they face in learning English. One of the most crucial problems is pronunciation. Hence, appropriate teaching methods such as using phonetic transcription are needed to help the students to improve their pronunciation. This research focused on using phonetic transcription to improve the pronunciation skills of the fourth semester students of English Letters Department of Pamulang University. It was aimed to reveal if the utilization of phonetic transcription was able to improve the students’ pronunciation. It was also aimed to figure out how phonetic transcription improved the students’ pronunciation. This research implemented Classroom Action Research which was carried out from February until April 2020. There were two cycles in this research and each cycle consisted of three meetings. In collecting the data, the writers used field notes, interviews and tests. The average of the students’ score in the pre-cycle and cycle 1 were 59,86 and 66,07 which were still lower than 75 as the target. In the cycle 2, the average of the students’ score was 75,56 which was higher than 75. Based on the results of the study, it can be concluded that phonetic transcription was able to improve the students’ pronunciation. Phonetic transcription had role in improving both segmental and supra segmental features of the students’ pronunciation.
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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.
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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.
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Thi Hai, Ha Luong. "A qualitative study on the effect of access to finance on the growth motivation of micro-and small enterprise owners in the Philippines." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 4 (2023): 205–11. http://dx.doi.org/10.54660/.ijmrge.2023.4.4.205-211.
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The article is based on the general argument about the Pronunciation Power software, English pronunciation skills, and the importance of teaching and learning pronunciation to conduct a survey on the current state of English prow2nunciation learning among college students at Tan Trao University. The aim is to provide an experimental basis for the application of the Pronunciation Power software to enhance English pronunciation skills for university students at Tan Trao University. The experimental results show that the academic performance, stability, and knowledge retention of students in the experimental class are higher than those in the control class. This is in line with the scientific hypothesis and confirms that the application of the Pronunciation Power software to enhance English pronunciation skills for college students at Tan Trao University is necessary, meaningful, and effective.
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Duppenthaler, Peter. "What about pronunciation?" English Today 7, no. 3 (July 1991): 32–36. http://dx.doi.org/10.1017/s0266078400005721.
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Lestari, Fifa. "AN ANALYSIS OF STUDENT SPEAKING SKILL USING ROLE PLAY METHOD." PROJECT (Professional Journal of English Education) 3, no. 1 (January 27, 2020): 114. http://dx.doi.org/10.22460/project.v3i1.p114-119.
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One of the skills that must be mastered in learning English is speaking. However, many people do not have the confidence to speak English because of several problems, both in grammar, vocabulary, pronunciation or fluency. One of the many methods that can improve speaking skills is role-playing. The purpose of the study is to find out whether role-playing techniques can improve students' speaking skill or not. It turns out that from several opinions of students that the speaking skills of students can practice pronunciation, and can increase vocabulary. Based on the data, it can be concluded that role-playing techniques can improve students' speaking skills. Keywords: Speaking Skills, Role Play
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Abarquez, Adrian M. "Pronunciation Mobile Application for Oral Communication." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 01–09. http://dx.doi.org/10.32996/ijels.2021.3.2.1.
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English is a basic prerequisite for people to achieve accomplishments in various fields. In today’s age, students are well-diverse in eclectic mechanisms to enhance one’s English skills. The 21st century learners have embraced the new way of acquiring skills through the combination of internet sources and mobile applications. This research was done at the Advance Institute of Technology (AIT) to assess the efficacy of smartphone pronunciation in oral communication for 10 English. For the control and experimental classes, a quasi-experimental design was used. There were 42 students as subjects in the study. The students answered a twenty-five (25) item oral production questionnaire as a research instrument. Using the required statistical instrument, based on the result of the analysis, the control group had a very good performance on the pretest while a bigger proportion of the experimental group also performs the same while there was one who performed excellently. Hence, with today’s young learners who are digital savvy, oral literary skills are best improved when English teachers make use of the most utilized and enjoyed simulations for visual and auditory to enhance pronunciation skill development.
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Li, Muyun. "Research on the Assessment Approaches to Pronunciation Training for Pre-Service EFL Teachers." English Language Teaching and Linguistics Studies 5, no. 4 (September 15, 2023): p97. http://dx.doi.org/10.22158/eltls.v5n4p97.
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For EFL teacher education, it’s important to polish pre-service teachers’ pronunciation and their pronunciation teaching skills. Currently, the pronunciation training for pre-service EFL teachers in China only focuses on pronunciation improvement and lacks the element of teacher education so that its efficacy still needs improvement. This paper points out the rationale of applying the Learning-Oriented Assessment (LOA) to the pronunciation training for pre-service EFL teachers. Then the author discusses the evaluation approaches integrating assessment of learning, assessment as learning and assessment for learning after reformulating the goals of the pronunciation training for pre-service EFL teachers. Finally, the author analyzes the effectiveness of the evaluation approaches for improving pre-service English teachers’ pronunciation as well as their pronunciation teaching skills.
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Rayasa, Reggy. "The Use of English Movie to Enhance Tenth Grade Students’ Pronunciation at SMA Angkasa 2, East Jakarta." JET (Journal of English Teaching) 4, no. 2 (September 25, 2018): 118. http://dx.doi.org/10.33541/jet.v4i2.835.
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This study aims at developing students’ pronunciation skills by using English movies as a teaching media and investigating the students’ perception of the use English movie in learning pronunciation. To attain the objectives, a two-cycled action research was conducted to 35 tenth graders at SMA Angkasa 2, East Jakarta in March to May 2017. Data were collected using test, some observation sheets, and a questionnaire. The results revealed that the movies developed the students’ pronunciation skills. Their poor pronunciation (indicated by the pretest mean score of 48,11) developed after participating in Cycle I (mean score, 62.5) and developed higher after Cycle II (mean score, 76.08). Along with the increase of frequency of watching the movies and the researcher’s improvement in facilitating the actions as well, the students’ enthusiasm and involvement in the actions keep on increasing. It was concluded that using use movies as teaching media is effective to develop students' pronunciation skills. EFL teachers are, therefore, recommended to use movies as an alternative media to develop students' pronunciation skills. Further studies are recommended to carry out experimental studies to see the degree of effectiveness of using movies in pronunciation teaching to senior high school students.
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Ghounane, Nadia, and Hanane Rabahi. "The Use of Computer Assisted Pronunciation Training in Teaching English Pronunciation for First-Year EFL Students at Saida University." International Journal of Applied Linguistics and English Literature 10, no. 6 (November 30, 2021): 76. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.6p.76.
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The present research work investigates the use of Computer Assisted Pronunciation Training in teaching English pronunciation for first-year EFL students at the department of English language and literature, Saida University, Algeria. It also aims to provide a cursory account of the vital place of Information and Communication Technology in developing the linguistic skills of English foreign language learners in particular and the learning process in Algerian universities in general. The topic is an original contribution in the Algerian context since there is a scarcity of studies related to the teaching of English pronunciation through the use of ICT tools. The researchers relied on “Pronunciation Coach Software,” which focuses on developing the learner’s correct pronunciation of English sounds, including consonants and diphthongs, through an experiment with two groups of students. The investigation took six months. To evaluate students’ oral production, the researchers conducted a Pretest and a Posttest. The test proved that students’ negative attitudes towards learning English pronunciation changed after integrating the Pronunciation Coach. The results also revealed that there is an improvement in pronouncing certain sounds mainly, /S,tS/, dZ, Z/ and /T, D/ and, some vowels, including /Q, ℘/, /U,, /↔U, aU/ and /eI, aI/. The findings further demonstrated that students became more aware of the main differences between English and Arabic pronunciations in terms of place and manner of articulation of sounds.
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Ihsan, Mas Darul, and Ahmad Munir. "Evaluating English Teachers’ Pronunciation Skills (E-TPS) Using Praat Technology and Human Raters." Indonesian TESOL Journal 5, no. 2 (November 11, 2023): 215–34. http://dx.doi.org/10.24256/itj.v5i2.3867.
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When the goals in teaching pronunciation are that students attain “near-native” and “socially acceptable” pronunciation, and are assessed with a valid and reliable instrument using the Praat device and human interpretation raters, a new way to assess pronunciation skills is needed. This article proposes such a new way. Through suprasegmental identity (rhythm), English teachers’ pronunciation skill (E-TPS) will be correctly assessed. Using Praat as a device and human raters for interpretation to assess E-TPS stands on several premises. First, the measures of pronunciation constructs should be valid and reliable. Second, the role of raters in English pronunciation assessment presents unique challenges in drawing valid inferences from performance, in scoring assignments, in making decisions for which a pronunciation assessment was intended, to the pedagogical and social consequences beyond, and to connect concerns in giving judgments. Third, the raters should have familiarity with both accent and content. Fourth, a suprasegmental (stress, rhythm, and intonation) approach is an important complement to segmental teaching. Fifth, rhythm plays a big role and is defined as a “continuum” of functions and effects in pronunciation assessment. Sixth, the trend among the technology-minded for testing using automated assessment of pronunciation has as its goal accuracy in imitating native speakers, as is reflected in the use of Praat as a device. Therefore, the blending approach (Praat and raters) represents the future in assessing E-TPS.
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Mohammadkarimi, Ebrahim. "EXPLORING THE USE OF ARTIFICIAL INTELLIGENCE IN PROMOTING ENGLISH LANGUAGE PRONUNCIATION SKILLS." LLT Journal: A Journal on Language and Language Teaching 27, no. 1 (April 8, 2024): 98–115. http://dx.doi.org/10.24071/llt.v27i1.8151.
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This research examines the potential of artificial intelligence (AI) in enhancing learners' English pronunciation skills. The participants were 78 English language learners at the elementary and pre-intermediate levels, and 19 experienced English language teachers. The researchers employed a mixed-method approach, integrating both quantitative and qualitative data collection techniques, to comprehensively assess the efficacy of AI-based pronunciation aids and gauge learners' perceptions. During a course of two months, the experimental group used Listnr and Murf AI tools, while the control group adhered to a conventional instruction. The data were taken from pre- and post-test pronunciation scores, questionnaire responses, and interviews with the individuals. The findings of the pre- and post-test indicated that the participants in the experimental group had significant improvements in their pronunciation accuracy. The participants in the study had mostly favorable attitudes towards AI-driven tools, emphasizing their effectiveness in enhancing pronunciation skills, boosting confidence, and promoting engagement. Nevertheless, several obstacles pertaining to the interpretation of feedback and the capture of subtle differences in pronunciation were recognized. This research has shown how AI can potentially be used to teach pronunciation effectively, and it has provided valuable insights for teachers, curriculum developers, and learners.
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Virkkunen, Päivi, and Minnaleena Toivola. "Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä." Ainedidaktiikka 4, no. 1 (April 14, 2020): 34–57. http://dx.doi.org/10.23988/ad.85736.
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Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon.
Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools
Abstract
We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners.
Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education
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Shermurodovna, Atamurodova Gulnara. "EDUCATIONAL TASKS THAT DEVELOP THE SKILLS OF CORRECT PRONUNCIATION IN ELEMENTARY GRADES." International Journal of Advance Scientific Research 4, no. 6 (June 1, 2024): 107–14. http://dx.doi.org/10.37547/ijasr-04-06-17.
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The article describes the problems associated with teaching younger schoolchildren the pronunciation of vowel sounds, as well as suggestions and considerations for their solution. It has also been hypothesized that classes on native language and reading literacy also explore the issue of teaching correct pronunciation based on words in the text.
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Donuk, Mehmet. "Türkçenin Yabancı Dil Olarak Öğretiminde Konuşma ve Telaffuz Becerisinin Kazandırılması ve Geliştirilmesi Üzerine." International Journal of Social Sciences 6, no. 24 (March 1, 2022): 293–302. http://dx.doi.org/10.52096/usbd.6.24.17.
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It is essential to learn basic skills in teaching Turkish as a foreign language. These habits can be listed as follows; listening, reading, writing, pronunciation and speaking skills. Teaching Turkish as a second language is based on these facts. The most important of these habits is speaking and pronunciation. When learning a language, it is covered in a separate section. Being able to speak the learned language is one of the most important factors in second language teaching. As a result of this; It is seen that the determination and desire for language learning increase. When all of these are taken into account; once again we understand the importance of speaking and pronunciation. The purpose of this study: The importance of foreigners learning Turkish as a second language to gain speaking and pronunciation skills is emphasized. As a result, it is necessary to focus on the applications and methods that can be realized and carefully examined. For this reason, in order to gain both speaking and pronunciation skills, the individual must constantly practice on the language to be learned. Knowing a language means you can speak that language. It is unthinkable for a language to develop without practice. Key words: Turkish as a second language, teaching, speaking, pronunciation skills.
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Syahria, Nukmatus. "STUDENTS’ PERCEPTION OF THE USE OF STORY TELLING TECHNIQUE TO IMPROVE PRONUNCIATION SKILL." IJET (Indonesian Journal of English Teaching) 5, no. 1 (July 13, 2016): 27–40. http://dx.doi.org/10.15642/ijet2.2016.5.1.27-40.
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The complexities of skills in the Pronunciation created many hindrances for the students in mastering the Pronunciation Practice subject. Most of the first semester students of Adi Buana University were failed during the mid test since they have very little background knowledge of the Pronunciation skills and they tend to get bored during the teaching and learning activities. The writer tried to apply the story telling technique in the middle of the semester to foster the pronunciation skills to the first semester undergraduate students of English Department as well as to arouse the students’ motivation in learning pronunciation. The writer used questionnaire to collect the data and each item in the questionnaire was analyzed and calculated then presented in the percentage to find out the students’ perception toward the use of story-telling technique. The result showed a significant progress on the final test score of the students and it also gave a good impact toward the students’ motivation in learning Pronunciation.
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Zarzycki, Łukasz. "Omani ESL learners perception of their pronunciation needs." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 17(1) (February 18, 2020): 99–120. http://dx.doi.org/10.26881/bp.2020.1.04.
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The aim of this study is to analyze Omani ESL learners perception of their pronunciation needs, problems related to Omani students’ pronunciation and strategies which students use to learn pronunciation. The paper also investigates if Omani students are conscious of their pronunciation obstacles. In this study, the observation and perception of Omani university students from Ad Dakhiliyah Region were examined in order to determine their pronunciation needs. As far as English as a Second Language (ESL) classes are concerned, language skills are frequently taught separately and teachers focus more on some skills i.e. grammar, reading, writing and vocabulary than on pronunciation. Seidlhofer (2000) states that some researchers have noted that teachers treat pronunciation skills as the “Cinderella” of ESL teaching and pronunciation is regarded as an extra add-on. It is essential to investigate for a teacher what aspects and strategies of teaching pronunciation are the best for ESL students. The method of data collection was a questionnaire using the sample questions presented by Derwing and Rossiter (2002). The questionnaire was distributed among Omani university learners in Ad Dakhiliyah Region. Students were asked to fill in the questionnaire and return it the next day. The major research problem is focused on the possibility of improvement of pronunciation teaching strategies. The research was conducted by the author during his professional work as a university lecturer in the Ad Dakhiliyah region in the Sultanate of Oman.
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Fernandez Sesma, Maria Georgina, Karla Reyes Arias, and Sofia Amavizca Montaño. "Exploring EFL Teachers’ Attitudes toward the Use of Technology to Teach Pronunciation." Mextesol Journal 46, no. 2 (April 1, 2022): 1–14. http://dx.doi.org/10.61871/mj.v46n2-8.
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Pronunciation has been historically excluded from the language skills and sub-skills taught in the language classroom (Isaacs, 2009). Several factors or limitations such as a lack of training and time, and not being an English native speaker, among others, contribute to teachers' feelings of insecurity when teaching this language sub-skill (Derwing & Munro, 2015). However, nowadays, the use of technology opens new possibilities for English as a foreign language (EFL) teachers and students to benefit from online resources specifically designed to teach pronunciation while using animated, authentic, and appealing materials in their lessons (Hişmanoğlu, 2010). In this respect, the present study aimed at exploring EFL teachers' attitudes toward using technology to teach pronunciation, the online resources they mostly use for this purpose, and their opinion of the resources’ benefits and limitations. Participants were ten EFL teachers from the School of Languages of a Mexican university. The research adopted a qualitative approach under a constructivist paradigm. The method for data collection consisted of a semi-structured interview analyzed using inductive analysis. The results revealed that teachers have a positive attitude towards using technology to teach pronunciation. Their awareness of the benefits technology offers to students facilitates the teaching of segmental and suprasegmental features. However, the study discovered that some teachers neglect pronunciation teaching with or without technology, and most of them only use the repetition drill technique in face-to-face classes. Besides, teachers’ lack of experience in using pronunciation software and time constraints point to the need for teachers’ professional development program that helps them develop technological skills and awakens their interest in this language area. Finally, among other factors, the study identified those factors that specifically affect the teaching of pronunciation with technology.
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Anggraini, Anggraini. "IMPROVING STUDENTS’ PRONUNCIATION SKILL USING ELSA SPEAK APPLICATION." Journey: Journal of English Language and Pedagogy 5, no. 1 (April 2, 2022): 135–41. http://dx.doi.org/10.33503/journey.v5i1.1840.
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The purpose of this research is to Introduce the ELSA Speak Application as media to improve students' pronunciation skills. English Language Speech Assistant is an acronym for ELSA. English Language Speech Assistant can be downloaded for free from AppStore or Google Play. complete with various features to improve the pronunciation and speaking of students with American accents by training them with various exercises to pronounce words/phrases/sentences correctly. Corresponding to the microphone icon that the learner can use directly to speak as the audio has been listened to.This research is an Action Research that aims to Improve students’ pronunciation skills using ELSA Speak Application. This research discusses how ELSA Speak Application as learning media can improve students’ pronunciation skills. The data were collected through a test of pronunciation and Interviews in Classroom action research. The researcher made three cycles and gave a score for each cycle. In the first cycle, the students’ Average score is 70 points, the second cycle is 75 points and the last cycle is 80 points. ELSA Speak application helps students pronounce a variety of words more easily and comprehensively. The results showed that the use of the ELSA Speak Application has provided convenience and benefits for students in improving their English Pronunciation skills by using the ELSA Speak application.
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Mohd Noor, Noorfaizalfarid, Latisha Asmaak Shafie, and Nuralya Maisarah Kamarulzaman. "Heutagogical Approach in Online English Pronunciation Learning: Student Awareness Survey." Journal of Computing Research and Innovation 7, no. 2 (September 30, 2022): 379–93. http://dx.doi.org/10.24191/jcrinn.v7i2.333.
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English language learners have difficulties in English in pronouncing fricative consonants, voiced and voiceless TH, plosive consonants and vowel sounds. Serious speech mistakes can lead to miscommunication since poor pronunciation abilities make it difficult for other people to hear what you are saying. Additionally, students may miss their lecturers' direct explanations of proper pronunciation when taking online English lessons with inconsistent Internet access. Proper pronunciation can help students participate in conversations, form connections, and improve graduates' employability abilities. Furthermore, pronunciation skills are learnt independently at higher education institutions. Before designing a web-based tool for self-directed learning of English pronunciation, the designers must get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). This survey is a preliminary survey towards the development of a heutagogical English pronunciation application. An online questionnaire was disseminated to 424 respondents from various higher education institutions in Malaysia. Â In this survey, firstly we aimed to get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). The survey consisted of demographic data of respondents, standardized test of English language proficiency, self-evaluation of English language proficiency and English language learning experiences during COVID-19. The findings suggested that although language learners have developed their self-directed learning skills, they still need to improve these skills in learning the language using ODL. Learners consider themselves as having average English language proficiency. They were responsible for improving their pronunciation skills and needed assistant tools to improve their pronunciation skills. It is recommended that an application that uses a heutagogical approach such as Speech-to-Text and Text-to Speech need to be developed.
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Julyarti, Nurul Arini, Nurming Saleh, and Syamsu Rijal. "Kemampuan Pelafalan Bunyi Vokal Dalam Bahasa Jerman." Phonologie : Journal of Language and Literature 2, no. 1 (December 1, 2021): 32. http://dx.doi.org/10.26858/phonologie.v2i1.25682.
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Abstract. This research is descriptive quantitative. This research aims to obtain data andinformation about the ability of students in the pronunciation of long and shor vowel sounds in german by students X IPA 4 SMAN 14 Gowa. As well, to obtain about the factors supporting and inhibitig that influence pronunciation of German vowel sounds. The data of this research was obtained through a pronunciation test and questionnaire. The population of this research by students X IPA 4 class at SMAN 14 Gowa with the total of 36 students. The sampel of this research is 20 students obtained using random technique. The result of the pronunciatin test showed an average score of 64.4 and were in the enaugh category. The data analysis to obtain in the results, namely the abilty to pronunciation vowel sounds in German by students X IPA 4 SMAN 14 Gowa is 64.4 or enaugh category. From the results of the distribution of the questionnaire data obtained that there are two factors that play an important role in influencing students' listening skills, namely: 1) Supporting factors, the teacher corrects the sudent’s pronounciation of vowel sound. 2) The inhibiting factor, students think that German is difficult.
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Wahyuni, Yuli. "Students' Perception of Learning Vashmid Model of Japanese Pronunciation Through Online Mode." Journal of Japanese Language Education and Linguistics 8, no. 1 (March 8, 2024): 51–62. http://dx.doi.org/10.18196/jjlel.v8i1.20393.
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Language acquisition is intricately connected to mastering pronunciation. Japanese pronunciation acquisition is mostly implemented through drill techniques and repetition activities. Drill approach is seen suitable for enhancing pronunciation skills due to its emphasis on language skills. Learning using drill techniques has traditionally been conducted in face-to-face or offline settings. Technological progress and the pandemic have led to an increase in online learning. Researchers aim to study Japanese pronunciation acquisition through online methods that had previously been conducted in person. This study aims to identify the students' perceptions and challenges encountered when learning pronunciation using online methods. The research employed a descriptive qualitative method by administering questionnaires to 15 students from the Japanese Language Education Study Program at Universitas Muhammadiyah Yogyakarta. These students had undergone pronunciation instruction utilizing the VASHMID paradigm in an online setting. Most students in the study believe that learning pronunciation effectively is achievable through online methods. The pupils have successfully predicted and prepared for any challenges that may arise during online learning.
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Skobelkina, N. M., and W. Na. "DIFFICULTIES IN BUILDING THE AUDITORY AND PRONUNCIATION SKILLS IN CHINESE STUDENTS WHILE TEACHING RUSSIAN." Pedagogical IMAGE 15, no. 1 (2021): 16–25. http://dx.doi.org/10.32343/2409-5052-2021-15-1-16-25.
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The introduction. The paper deals with a problem of Russian speech sound acquisition by Chinese students, examines the bilateral nature of this problem (sound perception and sound pronunciation), and identifies typical difficulties of the Chinese audience. Materials and methods. The paper analyzes the results of an empirical study aimed at identifying the most frequent difficulties encountered by Chinese students learning the Russian Language when mastering auditory and pronunciation skills. The study relies on the methods of experimental research, statistical data processing, and comparative analysis. Results. The findings show the correlation between the two types of mistakes (in perception and pronunciation of Russian sounds) made by Chinese students. This correlation made it possible to obtain the data on the extent to which the processes of sound unit perception and generation are interconnected and interdependent. The experimental study has identified the most typical difficulties of Chinese students and considered their causes. Conclusion. The study has shown that the number of sound perception mistakes significantly exceeds that of sound pronunciation ones. Therefore, focused work is required to develop auditory skills. Both types of mistakes result from the differences in sound systems of the Russian and Chinese languages, which should be fully taken into account when building audial and pronunciation skills of Chinese students. Keywords: the audial and pronunciation skills, sound system, differentiation of sounds, methods of teaching Russian as a foreign language.
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Kim, Hee-Kyung. "A blended learning scenario to enhance learners’ oral production skills." EuroCALL Review 23, no. 1 (March 30, 2015): 17. http://dx.doi.org/10.4995/eurocall.2015.4655.
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<span>This paper examines the effectiveness of a mobile assisted blended learning scenario for pronunciation in Korean language. In particular, we analyze how asynchronous oral communication between learners of Korean and native speakers via "kakaotalk" (an open source mobile phone application) may be beneficial to the learner in terms of pronunciation. Our methodological approach is based on task resolution (Ellis, 2003) in peer-to-peer collaborative settings and the spaced repetition concept (Ebbinghaus, 1885, cited by Dempster, 1988). The outcomes of our study show that the learners appreciated the possibility to interact with native speakers but most of them preferred synchronous communication for training their pronunciation skills.</span>
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Pradana, Harsya Danang. "STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 42–50. http://dx.doi.org/10.31932/jees.v3i1.649.
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Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation
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Nowacka, Marta. "English Phonetics Course: University Students’ Preferences and Expectations." Research in Language 20, no. 1 (December 29, 2022): 71–84. http://dx.doi.org/10.18778/1731-7533.20.1.05.
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This paper examines the perspectives of Polish university students of English (n=110) on selected aspects after the pronunciation instruction they underwent during their phonetics course. It shows qualitative questionnaire results obtained by means of four open-ended statements. It sheds light on: English accent preference, reasons why they favoured and disfavoured the course and expectations from the course tutor. The students reported a positive impact of the training on their speaking and overall English/language skills, sounding native-like, good, and being understood. They admitted to disliking rules, theory of phonetics, unexpected pronunciation of words. In addition, the expected responsibilities of a pronunciation tutor comprised: correction of students’ pronunciation and helping them improve this skill. It confirms that the nativeness principle to pronunciation learning still prevails as the students wish to sound nativelike and expect the teacher to give them corrective accuracy-based feedback.
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Mayadah, Mayadah, Muhammad Zuhri DJ., and Hasriati Nur. "THE EFFECT OF SUPRASEGMENTAL PRONUNCIATION ON SPEAKING SKILLS OF BUGINESE EFL LEARNERS." International Journal of Research on English Teaching and Applied Linguistics 5, no. 1 (July 12, 2024): 72–81. http://dx.doi.org/10.30863/ijretal.v5i1.6753.
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AbstractThe objective of this research was to describe how the effect of Suprasegmental Pronunciation affects the Speaking Skills of Buginese EFL Learners. Qualitative method was used in this research with the implementation of descriptive qualitative method. Furthermore, the research instruments such as observation and interview were used to collect data in this research. This research was conducted at Institut Agama Islam Negeri (IAIN) Bone with the implementation done in the classroom for Speaking classes. There were 4 students as participants in this research who were selected by purposive sampling. Based on the results of the reserach, it was found that Suprasegmental Pronunciation has positive impacts that show how the Suprasegmental pronunciation affects their speaking skills in a good way such as ease of understanding the meaning of the words, conversation becomes more natural, conveying emotions, and a plus point in terms of communication skills. Moreover, it also found that there are negative effects on Speaking Skills of Buginese EFL learners such as speaking anxiety and local suprasegmental pronunciation is hardly separated.
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Belkheir Bouhadjar, Fethi. "Evaluating the Communicativeness of Pronunciation Activities within the ELT Textbook At The Crossroads." Traduction et Langues 14, no. 1 (August 31, 2015): 205–16. http://dx.doi.org/10.52919/translang.v14i1.801.
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The present research paper seeks to inquire into one of the skills related to the productive aspect of oral communication, namely pronunciation. The aim is to assess the communicative value allotted to pronunciation in the prescribed textbook, to weight its status in at the Crossroads and the extent to which it is used to foster communication, and to examine the methodology underlying the handling of pronunciation and its user-friendliness. An evaluation grid is designed based on the reviewed literature of communication criteria, the competences synthesised in communicative language ability, the three aspects of context, integration and interaction that make up the representative language, and the constituting elements of pronunciation. The evaluation also addresses the degree of interaction and integration of the teaching of pronunciation with other skills and aspects of language learning. The results show that communication is of minimal concern. Instead, a prescriptive and almost textbook-centred approach predominates. Learners are learning more about the features of the pronunciation of the English language than really learning pronunciation.
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Pardede, Parlindungan. "Improving EFL Students’ English Pronunciation by Using the Explicit Teaching Approach." JET (Journal of English Teaching) 4, no. 3 (November 22, 2018): 143. http://dx.doi.org/10.33541/jet.v4i3.852.
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Due to several reasons, pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes. Consequently, many EFL learners always find it difficult to speak confidently because of their poor pronunciation. This study is a three-cycled action research aimed at enhancing EFL students’ pronunciation by using the explicit teaching approach. The participants were 21 students majoring in English Education at Universitas Kristen Indonesia who attended Integrated Skills IV class in the even semester of 2015/2016 Academic Year. The participants were provided with special practices on pronunciation, including watching video or listening to English expressions containing elements of English pronunciation difficult to them, drillings the elements, recording and transcribing their utterances, and comparing the transcriptions with those of native speakers’. Data were collected through tests and questionnaires. The results revealed that the explicit teaching approach enhanced the participants’ English pronunciation skills, as shown by the increase of their average scores in the four tests administered during the actions implementation. The survey results revealed that for the participants the approach was interesting, helped pronunciation development, and increased self-confidence in English speaking. Keywords: action research, pronunciation, explicit teaching
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Silaban, Dewi Azeng Kartini Br, and Marlin Steffi Marpaung. "Students’ Perceptions of Using TikTok Application in Improving Pronunciation." JIIP - Jurnal Ilmiah Ilmu Pendidikan 7, no. 4 (April 20, 2024): 4216–23. http://dx.doi.org/10.54371/jiip.v7i4.4321.
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The research aims to explore students’ respond toward the use of TikTok in mastering English pronounciation skills, to find out students’ perception in learning English pronounciation through the use of TikTok, and to know the effectiveness of TikTok in learning pronunciation. The study employed a quantitative approach. The instument used in this study was a questionnaire with 30 statements by using a Likert scal to gather the data from 84 students in various study programs at Universitas Advent Indonesia. The results indicated that students have a positive perception of using TikTok for English pronunciation practice. This is indicated by how the UNAI students responded, 45% of student that TikTok can be used to master English pronunciation. 45% sudent also agree that TikTok can be used to learn English pronunciation. Lastly 45% student also agree that TikTok is effective for learning pronunciation for UNAI students. In conclusion, the findings suggest that TikTok can be an effective tool for improving English pronunciation skills among university students.
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Кубейсинова, Д., and Ж. Нуратдинова. "Enhancing professional english communication skills of non-professional students based on communication methods." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (November 22, 2023): 504–6. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp504-506.
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The article deals with the issue of improving students’ pronunciation in foreign languages and is based on the methods of improving pronunciation in English and the effectiveness of communication methods in this process.
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Kitova, Elena, and Olga Batashova. "Most Common English Pronunciation Mistakes for Russian Secondary School Students." Bulletin of Baikal State University 33, no. 2 (June 30, 2023): 426–32. http://dx.doi.org/10.17150/2500-2759.2023.33(2).426-43210.17150/.
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Successful communication in a foreign language, for example English, requires the development of numerous skills, including phonetic ones. Clear and correct pronunciation is a prerequisite for understanding the speaker in oral communication, especially in the increasingly popular distant format. However, current school programs in English pay little attention to the development of correct pronunciation skills, even in elementary school where these skills should be primarily developed and supported. It is argued that such a gap in the programs will inevitably lead to persistent pronunciation defects among school students. This idea was tested in a survey of two groups of fifth grade secondary school students. The survey consisted of two stages. First, the students read aloud a text, which allowed the authors to identify three types of defects in their reading skills. At the second stage, it was demonstrated that five English sounds — [θ], [ð], [w], [ɜː] и [r] — were the most difficult ones for the survey participants. Since all state schools work according to the same educational standards, and grading dominantly depends on the results of written tests, this situation can be considered widespread. The authors argue that various pronunciation games should be most effective for correcting the pronunciation mistakes for the students of this age group.
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Rachmawati, Rina, and Fibria Cahyani. "The Use of Youtube Videos in Improving Non-English Department Students’ Pronunciation Skills." Alsuna: Journal of Arabic and English Language 3, no. 2 (November 13, 2020): 83–95. http://dx.doi.org/10.31538/alsuna.v3i2.916.
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Purpose, The purpose of this study is to determine whether or not the use of YouTube videos affects the improvement of non-English department students’ pronunciation skills.
Design/methodology/approach, The research design used in this study was the pretest-posttest control group design. In collecting data, researchers used several instruments in this study, namely: tests and observations. The data obtained were analyzed using a hypothetical test using a t-test. A computer program called SPSS (statistical product and service solution) for Windows Release version 22, was used in the entire data computing process.
Findings/result, The results showed that the use of YouTube videos positively affected students’ pronunciation skills. In other words, YouTube can be one of the influential English pronunciation learning media for non-English department students.
Originality/value, This study offered recommendations for pronunciation class to use YouTube as an alternative effective learning media. YouTube is not only functioned as a source of entertainment, but it can also be used as a learning resource, especially in pronunciation learning in the Higher Education environment.
Paper type, Research paper
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Duma Quilambaqui, Diego Paul, and Juan Pablo Contreras Parra. "The Effectiveness of Task-Based Language Teaching in Pronunciation Skills of Elementary Students." Runas. Journal of Education and Culture 5, no. 9 (December 9, 2023): e240151. http://dx.doi.org/10.46652/runas.v5i9.151.
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This study aims to examine the efficacy of Task-Based Language Teaching (TBLT) in improving the pronunciation abilities of children at the primary level. The research focuses on a significant but relatively unexplored area within language education. The research utilizes a pre-test and post-test approach, leveraging the Azure AI platform for pronunciation evaluation, with a cohort of 7th-grade participants. The Task-Based Language Teaching (TBLT) intervention has been shown to substantially improve several aspects of pronunciation, including accuracy, fluency, completeness, and prosody. The results emphasize the practical implications for language educators and curriculum designers and the need for specific pronunciation teaching, especially at the primary school level. The paper proposes including several assessment methodologies while also recognizing the dependence on the Azure AI platform. The study continues by highlighting the significance of further research, encouraging inquiries into implementing Task-Based Language Teaching (TBLT) in various linguistic settings, with varied groups of learners, and over prolonged periods. This study is a valuable contribution to the existing body of knowledge on language teaching approaches by providing valuable insights into the potential of Task-Based Language Teaching (TBLT) for improving pronunciation skills in primary school.
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-, Suhria, and Putri Nur Aziza. "The Importance of Learnig Pronunciation by Using Direct Method in EFL Class." Scolae: Journal of Pedagogy 6, no. 1 (June 1, 2023): 1–7. http://dx.doi.org/10.56488/scolae.v6i1.104.
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This descriptive quantitative survey, conducted at SMA Negeri 1 Dampal Selatan, aimed to assess the impact of implementing the Direct Method in teaching pronunciation to tenth-grade students learning English as a foreign language (EFL). A ten-item questionnaire was administered to fifteen respondents, all from the tenth grade. The primary objective of this research was to determine whether applying the Direct Method could effectively enhance students' pronunciation skills when employed by their English teachers in the classroom. The results from the questionnaire revealed several key insights. Notably, most respondents recognized the importance of pronunciation, with 53% strongly agreeing and 47% agreeing that it was crucial for improving their pronunciation. These findings provide valuable insights into the efficacy of the Direct Method in enhancing EFL students' pronunciation skills and highlight its importance in the classroom setting.
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Derwing, Tracey M., Lori G. Diepenbroek, and Jennifer A. Foote. "How Well do General-Skills ESL Textbooks Address Pronunciation?" TESL Canada Journal 30, no. 1 (February 17, 2013): 22. http://dx.doi.org/10.18806/tesl.v30i1.1124.
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Many instructors are reluctant to teach pronunciation in adult ESL classrooms, often because of lack of formal training. However, significant numbers of ESL students want pronunciation instruction. Although stand-alone pronunciation courses for second-language (L2) learners exist, many students cannot gain access to them. One approach to meeting the needs of both instructors and students is for general-skills L2 textbooks to include pronunciation activities. We examined 12 ESL general-skills textbook series (48 texts in total) and six accompanying teachers’ manuals to determine to what extent these popular books include pro- nunciation activities and how consistent the texts are across individual series. We also recorded which aspects of L2 pronunciation are the focus of the lessons. Task types were examined in a subset of five series. We found striking variability in the concentration of pronunciation activities both across and within series. Similarly, whereas some textbooks used several task types, others relied heavily on a limited range. Furthermore, some texts offered little in terms of explicit ex- planations. In some instances teachers’ manuals provided instructors with guid- ance; others included little more than repeated admonitions to remind the students to monitor their L2 pronunciation. The implications for teachers of general ESL courses are discussed.Plusieurs enseignants hésitent à enseigner la prononciation aux adultes dans les cours d’ALS, souvent parce qu’ils manquent de formation formelle. Toutefois, un nombre considérable d’apprenants en ALS voudraient qu’on enseigne la pronon- ciation. Même si les cours autonomes de prononciation pour les apprenants d’une langue seconde existent, plusieurs étudiants n’y ont pas accès. Une démarche qui répondrait tant aux besoins des enseignants que ceux des étudiants consisterait à intégrer des activités de prononciation dans les manuels L2 évoquant des com- pétences générales. Nous avons examiné 12 séries de manuels de compétences générales en ALS (48 volumes en tout) et six manuels pour enseignants dans le but de déterminer dans quelle mesure ces manuels bien répandus Incluent des activités de prononciation et pour évaluer la cohérence interne de chaque série. Nous avons également noté quels aspects de la prononciation en langue seconde on évoquait dans les leçons. Dans un sous-ensemble de cinq séries, nous avons porté notre attention sur les types de tâches présentées. Nous avons trouvé une variabilité frappante dans les activités de prononciation, tant au sein d’une même série que d’une série à l’autre. De même, alors que certains manuels présentent plusieurs types de tâches, d’autres en offrent qu’une gamme limitée. De plus, cer- tains manuels incluent peu d’explications explicites. Dans certains cas, les manuels pour enseignants offraient un certain encadrement; d’autres se con- tentaient d’adresser des admonitions aux enseignants pour qu’ils rappellent aux étudiants de surveiller leur prononciation en langue seconde. Nous discutons des retombées pour les enseignants de cours généraux d’ALS.
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Crawford, Michael, and Candace Matthews. "Speaking Solutions: Interaction, Presentation, Listening, and Pronunciation Skills." TESOL Quarterly 31, no. 1 (1997): 192. http://dx.doi.org/10.2307/3587990.
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Ou, Ju Chun. "The Effect of Software Instruction on EFL Students Pronunciation Skills." International Journal for Innovation Education and Research 10, no. 9 (September 1, 2022): 275–82. http://dx.doi.org/10.31686/ijier.vol10.iss9.3907.
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The main purpose of the research aims to explore the effectiveness of students using software to learn English pronunciation skills in particular. Nowadays, English has become a bridge of communication around the world. Whether in work or society, good language skills can further expand social and communicative abilities. In recent years, the ability to communicate in English has been regarded as an important part of life, and many channels and methods have been used in learning to improve English ability, using software to learn independently, and learning easily without pressure. The researcher in this study adopted MyET, a professional listening and speaking training software, to explore the impact on students' English pronunciation. MyET can score oral ability, analyze and provide diagnosis toward pronunciation, intonation, fluency, etc. MyET allows students to learn English on the one hand, and on the other hand, students can continue to learn independently when they are out of the classroom. In order to better understand the effect of MyET on students’ English pronunciation, SPSS was conducted through pre- and post-test results to achieve statistical analysis. The result reflects that our assumption is established that software instructions employed in authentic classroom improves students’ willingness and effectiveness in English learning.
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Saragih, Masda, Kammer Sipayung, and Lastri W. Manurung. "The Effect of Using Cake and ELSA Speak Application on Students’ Pronunciation Skills at the Eighth Grade of SMP Negeri 25 Medan." Journey: Journal of English Language and Pedagogy 6, no. 3 (November 22, 2023): 634–47. http://dx.doi.org/10.33503/journey.v6i3.3728.
Full textAbstract:
The CAKE application is an English learning application that functions to increase student learning activities in the field of English. Meanwhile, ELSA Speak, an 'Education Tech' startup based in Silicon Valley, United States, uses speech recognition technology and Artificial Intelligence to help students improve their English-speaking skills. The objective of this research is to determine the effect of using CAKE and ELSA Speak on students’ pronunciation skills in the eighth grade at SMP Negeri 25 Medan. The method used in this research is quantitative approach with data collection stages, namely pre-test and post-test, and then the data that has been obtained is analyzed using the SPSS application. Based on the data analysis, the researcher found that the iELSA iSpeak iApplication can improve students’ pronunciation skills. This research shows that there are several problems experienced by junior high school students in learning pronunciation skills. Therefore, this research aims to describe the problem of speaking ability in junior high school and the students'' learning difficulties in current pronunciation skills. As a result of the pre-test and post-test, the mean scores, which were given, were i64,83 and i91,38. The students who were taught using CAKE and ELSA iSpeak and the students who were taught using the traditional method exhibited significantly different levels of achievement. The statistics also revealed that students believed that pronunciation could be improved by using instructional material. The majority of them also mentioned that they included educational media into their regular discourse.