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Relevant bibliographies by topics / Pronunciation teaching methods

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Academic literature on the topic 'Pronunciation teaching methods'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Pronunciation teaching methods"

1

Xurramov, Rashid Mamayusufovich. "DIFFICULTIES IN TEACHING PRONUNCIATION." CONFERENCE ON UNIVERSAL SCIENCE RESEARCH 2023 1, no. 3 (2023): 33–35. https://doi.org/10.5281/zenodo.7692976.

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Mamatkarimov, Sunnat Umidjon o'g'li. "METHODS AND WAYS OF TEACHING PRONUNCIATION." CONFERENCE ON UNIVERSAL SCIENCE RESEARCH 2023 1, no. 3 (2023): 42–44. https://doi.org/10.5281/zenodo.7694862.

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Boltayeva, Gulilola, and Madina Baxtiyorova. "PRONUNCIATION TEACHING TECHNOLOGIES." Journal of Academic Research and Trends in Educational Sciences 1, no. 7 (2022): 301–4. https://doi.org/10.5281/zenodo.6686218.

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Today, the interest in language learning is growing. Many reforms are being carried out in our country for the development of foreign languages. The most gratifying thing is that methods of teaching and learning are emerging, combining foreign languages and the IT industry. Easy and fast language learning through these technological methods is developing rapidly.

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Madraximov, Bexruz. "THE ESSENCE OF TEACHING PRONUNCIATION OF A FOREIGN LANGUAGE." CONFERENCE ON UNIVERSAL SCIENCE RESEARCH 2023 1, no. 3 (2023): 78–80. https://doi.org/10.5281/zenodo.7713680.

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Particular attention is paid to pronunciation, which is one of the components of language material. Because in order to express an opinion in a foreign language, it is necessary to pronounce and connect the sounds of the spoken sentence and to know the appropriate tone of speech (intonation). Pronunciation consists of three parts: hearing (acoustic), speaking (motor) and expressing meaning (semantic). Each language has its own performance feature.

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Yoon, Hye-Eun, and Chunseop Son. "A Study on Korean Affricate Pronunciation Education Methods for Central Asian Immigrants." Research Society for the Korean Language Education 24 (April 30, 2025): 151–70. https://doi.org/10.25022/jkler.2025.24.151.

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This study investigates the effectiveness of Korean affricate pronunciation education for Central Asian immigrants. Due to differences in articulation organs and phonological systems between their native languages and Korean, many Central Asian immigrants face challenges in learning Korean affricates. To address this issue, the Albatross teaching method was implemented to enhance learners' pronunciation abilities an d propose an effective pronunciation teaching approach. The findings indicate that the Korean immigrant group demonstrated rapid improvement due to articulation organs adapted to K

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Gabriel, Raafat. "Noises and Colors: Two Untraditional Methods of Teaching ESL/ EFL Pronunciation." Journal of Language Teaching and Research 14, no. 4 (2023): 882–92. http://dx.doi.org/10.17507/jltr.1404.04.

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This article is based on a professional development session or presentation that the author gave in a regional TESOL affiliate conference, and it discusses the importance of teaching, why ESL/ EFL teachers should teach pronunciation, the reasons they generally give for avoiding it and how we can integrate it into our curriculum. The author sheds light on SLA, Second Language Acquisition, research especially studies that are related to connectionism or the noticeability hypothesis and their connection to teaching and practicing pronunciation in the ESL/EFL classroom. The article focuses on not

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Li, Qing. "Research on Phonics and Vocabulary Teaching in English Classroom of Rural Primary Schools." Transactions on Social Science, Education and Humanities Research 5 (April 1, 2024): 230–34. http://dx.doi.org/10.62051/3qdgwk14.

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The first step in language learning is to learn how to pronounce, and pronunciation is not only the starting content of language learning, but also the cornerstone of language learning. This article takes English pronunciation teaching in rural primary schools as the starting point to explore and analyze the current teaching methods of pronunciation taught by rural primary school teachers, and proposes some feasible suggestions from the current education perspective. And in this process, the teaching methods of English vocabulary were mentioned. By combining different researchers' explanations

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Breitkreutz, Judy, Tracey M. Derwing, and Marian J. Rossiter. "Pronunciation Teaching Practices in Canada." TESL Canada Journal 19, no. 1 (2001): 51. http://dx.doi.org/10.18806/tesl.v19i1.919.

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We surveyed 67 ESL programs in Canada to determine to what extent pronunciation is taught and which resources are most often used. The survey also requested demographic information about the respondents and their ESL programs, classes and students, methods of teaching, and participants' attitudes. The respondents from approximately half the programs offer stand-alone pronunciation courses, and the balance reported that they integrate pronunciation teaching in their general ESL classes. The majority of respondents said that it was important to teach pronunciation at all levels, although few tea

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Nguyen, Hong Nhung. "Teaching English Sounds to Vietnamese Secondary School Students: From Theories to Applications Using Learner-centered Methods." International Journal of Language Instruction 2, no. 1 (2023): 16–29. http://dx.doi.org/10.54855/ijli.23212.

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Pronunciation plays a pivotal role in language teaching for communicative purposes. Practitioners, however, are either ignorant or reluctant to teach pronunciation due to insufficient professional training, time restrictions, large classrooms, and excessive language knowledge. This research was conducted to fill this gap. The author carefully synthesized theories of language and second language (L2) learning to design a series of activities for teaching English pronunciation to Vietnamese secondary school students with the use of learner-centered methods. Sixteen pronunciation lessons on sound

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Mirzayev, Elchin. "Bridging Pronunciation Gaps: The Impact of Eclectic Teaching Methods in Tertiary English Education." Acta Globalis Humanitatis et Linguarum 1, no. 1 (2024): 97–107. http://dx.doi.org/10.69760/aghel.024055.

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This article explores the impact of eclectic teaching methods on improving pronunciation skills in tertiary-level English education. Recognizing the unique pronunciation challenges faced by non-native speakers, including segmental and suprasegmental issues, this study highlights the advantages of adopting an eclectic approach that combines techniques from various language teaching methods. Case studies from tertiary institutions illustrate how integrating drilling, minimal pairs, shadowing, and interactive dialogue activities, along with technological tools, enhances learners’ pronunciation, c

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Dissertations / Theses on the topic "Pronunciation teaching methods"

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Joel, Cooke. "Exploratory learning : the digital recorder project : an investigation into a student designed project for finding and addressing ESL students' listening and speaking needs /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,293.

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Голованенко, Євгенія Олександрівна, Евгения Александровна Голованенко, Yevheniia Oleksandrivna Holovanenko, Наталія Львівна Дунь, Наталия Львовна Дунь та Nataliia Lvivna Dun. "Место и роль фраз-эталонов в формировании слухопроизносительных навыков". Thesis, Сумский государственный университет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/47332.

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Не вызывает сомнения, что владение звуковым строем языка является обязательным условием общения. Слушающий или не поймет, или искаженно воспримет информацию, если говорящий нарушает фонетические нормы. Несовершенство слухопроизносительных навыков (СПН) также тормозит развитие других видов речевой деятельности. Очевидной при обучении студентов-иностранцев является важность работы над произношением.

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Leite, Araújo Monique. "Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671597.

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Esta tesis es una reflexión acerca del proceso de adquisición de la lengua oral española por parte de los estudiantes universitarios brasileños en la carrera de Letras-Español. Se ha observado que la mayoría de estos estudiantes, aunque habiendo hecho cursos de idiomas o asignaturas de lengua oral, seguían con dificultades en producir un discurso oral fluido. Por ello, la investigadora ha establecido como objetivo general identificar el desarrollo de la competencia fónica de aprendices brasileños de E/LE en la enseñanza superior con base en el Enfoque Oral. Y ha determinado como objetivos espe

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Ying-chun, Lin, and 林瑛淳. "The Effects of the Phonics Teaching Method With or Without K. K. Phonetic Symbols in Teaching Pronunciation to EFL Adult Learners." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/26658964551733800279.

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碩士<br>國立彰化師範大學<br>英語學系<br>89<br>Phonics in the U. S. plays the role of lending a hand for beginners to recognize words in reading processes. Recently, the letter-sound correspondence is incorporated into pronunciation teaching in Taiwan when practitioners adopt phonics instruction in decoding and encoding aspects. For all a myriad of studies affiliated with phonics have been done, few studies focused on adult learners in the field of remedial education. In Taiwan, K. K. phonetic symbols have been regarded as the principal tool in teaching pronunciation to EFL learner for about thirty years.

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Santen, Marcia-Ellen. "Une comparaison du français parlé des enfants en immersion et des enfants francophones: étude syntaxique de plusieurs aspects de la langue parlée, dont les ratés de la communication." Thesis, 1994. http://hdl.handle.net/2429/5112.

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Following a review of the literature on French immersion, this thesis considers the implications of the systematic transcription of oral texts for linguistic analysis. In transcribing a corpus of spoken French by children attending a French immersion school and a corpus of children from Quebec (both from tape recordings and included in the appendice), the transcription conventions proposed by the Groupe Aixois de Recherche en Syntaxe were applied. In chapter III, some of the most common deviations from the norm that occur in the French immersion corpus are discussed, and for the most pa

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"Learning English phonics in a task-supported way: effects of task elements on articulation accuracy and attitudes towards phonics learning among junior secondary learners in Hong Kong." 2006. http://library.cuhk.edu.hk/record=b5892800.

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Tsoi Chun Ho.<br>Thesis submitted in: June 2005.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2006.<br>Includes bibliographical references (leaves 125-136).<br>Abstracts and questionnaires in English and Chinese.<br>ABSTRACT --- p.i<br>ABSTRACT (in Chinese) --- p.ii<br>ACKNOWLEDGEMENTS --- p.iii<br>Chapter 1 --- INTRODUCTION --- p.1<br>Chapter 1.1 --- General Introduction --- p.1<br>Chapter 1.2 --- Background of the Present Study --- p.2<br>Chapter 1.2.1 --- Teaching English as a Foreign Language (EFL) in Hong Kong --- p.2<br>Chapter 1.2.2 --- The Place of Phonics in Hong Kong

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SKALSKÁ, Zuzana. "Výuka výslovnosti v učebnicích anglického jazyka pro 2. stupeň ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-317495.

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This diploma thesis deals with the aspect of pronunciation in English textbooks for lower secondary school level. The aim of this thesis is to evaluate and compare five sets of English textbooks from viewpoint of presentation and practice of pronunciation.

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Books on the topic "Pronunciation teaching methods"

1

Dalton, Christiane. Pronunciation. Oxford University Press, 1994.

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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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Sima, Judy. Raising voices: Creating youth storytelling groups and troupes. Libraries Unlimited, 2003.

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Llebot, María Rosa López. Conversemos en clase. Edinumen, 2003.

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DeBruin-Parecki, Andrea. Enlaces de letras: Aprendizaje del alfabeto con los nombres de los niños. Editorial High/Scope, 2006.

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Bowen, Tim, J. Marles, and T. Bowen. Pilgrims: Pronunciation Book (Pilgrims Longman Resource Books). Addison Wesley Publishing Company, 1993.

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Sima, Judy, and Kevin Cordi. Raising Voices: Youth Storytelling Groups and Troupes. Libraries Unlimited, 2003.

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Mendelsohn, David, Rose Laufer, and Joura Seskus. Functioning in English: Teacher's Manual. Pippin Publishing, 2001.

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A new method for imparting to Englishmen the (Parisian) pronunication of French, in eight lessons. C.W. Knowles, 1985.

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Book chapters on the topic "Pronunciation teaching methods"

1

Pennington, Martha C., and Pamela Rogerson-Revell. "Pronunciation in the Classroom: Teachers and Teaching Methods." In English Pronunciation Teaching and Research. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_4.

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Baran-Łucarz, Małgorzata. "FL Pronunciation Anxiety and Motivation: Results of a Mixed-Method Study." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55155-5_7.

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Wei, Yi. "A Method for Detecting False Pronunciation in Japanese Online Teaching." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51468-5_19.

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Santhiya, S. "New Creative Methods in English Language Teaching for South Indian Students." In Cultural Context and English Language Teaching in India. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/nbennurccch13.

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Some key considerations for English teaching in rural Indian classrooms: Resources and facilities may be limited - rural schools often lack access to textbooks, technology, and other teaching aids that are common in urban schools. As a teacher, you'll need to be creative and make the most out of limited resources. Students may struggle with pronunciation and speaking - English is often not spoken at home and there is limited exposure to conversational English. Games, activities, and plenty of opportunity for speaking practice are important. Classes sizes are often very big - You may have over

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Blake, John. "Intelligent CALL." In New Technological Applications for Foreign and Second Language Learning and Teaching. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch001.

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This chapter shows readers the importance and application of pattern matching in learning languages; specifically, the application of natural language processing to address specific problems of Japanese learners of English at a public university. The chapter introduces the concepts of patterns, detection, and detection methods. The author turns to the pedagogic application of pattern matching, first discussing the relevant theory, then describing hacks developed by language teachers and learners. The final section describes and evaluates iCALL tools developed at the University of Aizu, includi

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Wu, Chung-Hsien, Hung-Yu Su, and Chao-Hong Liu. "Efficient Pronunciation Assessment of Taiwanese-Accented English Based on Unsupervised Model Adaptation and Dynamic Sentence Selection." In Multidisciplinary Computational Intelligence Techniques. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1830-5.ch002.

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This chapter presents an efficient approach to personalized pronunciation assessment of Taiwanese-accented English. The main goal of this study is to detect frequently occurring mispronunciation patterns of Taiwanese-accented English instead of scoring English pronunciations directly. The proposed assessment help quickly discover personalized mispronunciations of a student, thus English teachers can spend more time on teaching or rectifying students’ pronunciations. In this approach, an unsupervised model adaptation method is performed on the universal acoustic models to recognize the speech o

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Martynova, Ivetta. "PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-17.

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The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to reac

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Madden, Oneil N. "Edutainment: assessing students’ perceptions of Kahoot! as a review tool in French L2 classes." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1465.

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Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight students’ perceptions of this platform to enhance teaching and learning. Twenty-one students of both genders between the ages of 18 and 35 responded to a post questionnaire, after participating in two or more games of Kahoot!. Data was also collected th

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Conference papers on the topic "Pronunciation teaching methods"

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Hajizadeh, Fatima. "OPTIONS FOR STUDYING AMERICAN ENGLISH BY STUDENTS USING MODERN TEACHING METHODS." In PROCEEDINGS OF INTERNATIONALTURKISH WORLD TOURISM, ECONOMICS AND CULTURAL HERITAGE SYMPOSIUM. Türkiye Milli Komisyonu, 2022. http://dx.doi.org/10.36962/itwtechs24062022-361.

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The article deals with the problem of the options of studying American English by students using modern teaching methods. Particular attention is given to that English is the most popular language, namely the American version of English is the predominant language in the world. The analysis of the research highlighted the importance of distinctive features of grammar, context, pronunciation and the specifics of regional variants of American English. Versions of the subtleties of studying American English were put forward, which included humor, online resources and entertainment. In conclusion,

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Huong, Nguyen Thi Mai. "A Study on The Effectiveness of Group Work in English Majors’ Pronunciation Classes at Ho Chi Minh City University of Food Industry." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.8.

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Pronunciation is, unarguably, an essential factor that decides the success of communication. Poor pronunciation not only affects the speakers’ self - confidence but can also cause a misunderstanding or even communication break - down in the worst case. Consequently, it has gained considerable attention in English learning and teaching. Both teachers and language educators have struggled to make sure their learners can pronounce at the most satisfactory level. A variety of techniques and methods have been discussed. In this paper, the author has examined the advantages of group work as an alter

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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

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Quesada Vázquez, Leticia. "Teaching English Pronunciation Online during the COVID-19 Crisis Outbreak." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12906.

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The abrupt emergence of the COVID-19 pandemic in spring 2020 forced tertiary professors to urgently adapt the face-to-face courses they were lecturing to emergency remote teaching. Researchers of different fields have started to investigate and share their thoughts on which are the best methodologies to guarantee a high-quality learning experience while coping with students’ anxiety and teachers’ lack of technical background. The present study examines the adaptation of an English pronunciation course at Rovira i Virgili university to the online setting imposed by the outbreak of the pandemic.

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Nistor, Cristina mihaela. "BLENDED LEARNING IN THE LANGUAGE CLASS: TEACHING ROMANIAN TO MULTICULTURAL GROUPS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-301.

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In the University "Politehnica" of Bucharest, first-year students may choose to study at least one language out of the four foreign languages we teach: English, French, German and Russian. That is the case with all our Romanian students, as well as with some of the foreign ones. Still, there is another option, reserved for those who come to this country to study in our own language, Romanian. Indeed, in recent years, I have perceived a constantly growing interest in the study of Romanian, and that can be explained in various ways; some foreign students come here to avoid the difficult situatio

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Obari, Hiroyuki. "Language learning at the brink of singularity: AI's impact on educational paradigms." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-30.

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This comprehensive study investigates the integration of Artificial Intelligence (AI) tools in English language education over 28 weeks from 2023 to 2024. The focus was on utilizing ChatGPT for initial corrections and feedback, DeepL Write for advanced refinements, and generative voice AI for pronunciation practice. This multifaceted approach aimed to exploit the unique capabilities of each AI technology, offering a holistic language learning experience that addresses composition, grammar, sentence structure, vocabulary enhancement, and pronunciation. The methodology was grounded in the practi

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Iterman, L. N. "MISTAKES IN LEARNING A FOREIGN LANGUAGE. THE CONCEPT OF ERROR CORRECTION AND ITS ROLE IN TEACHING A FOREIGN LANGUAGE TO STUDENTS OF ADDITIONAL EDUCATION." In Scientific research of the SCO countries: synergy and integration. Crossref, 2025. https://doi.org/10.34660/inf.2025.28.53.017.

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The article is devoted to the study of the problem of making mistakes among schoolchildren in the process of learning a foreign language as a positive phenomenon. The article presents a general description of errors, types of errors, their analysis and modern methods of dealing with errors, their causes and ways of correction. The concept of monitoring and an effective way of its application in the analysis of errors among students are considered. The article presents the modern error term “error” and the theory according to which mistakes should be considered as a positive aspect in learning

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Rathnayaka, R. M. J. U., M. A. N. N. Fernando, L. V. George, and D. M. M. S. Dissanayake. "From Classrooms to Conversations: Examining the Gap in English Language Speaking Skills among Sri Lankan English as a Second Language (ESL) Learners." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/hqhl6281.

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The persistent struggle of Sri Lankan learners relating to spoken English proficiency despite extensive formal instruction continues to be a dominant issue in English language teaching and learning in the local context. Thus, with the objective of finding out the underlying factors that contribute to the low competency in English language speaking skills of secondary level learners, this study was conducted based on the research question ‘what are the reasons that hinder the improvement in English language speaking of Sri Lankan ESL learners?’. Data collection included a mixed-method approach:

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Chicho, Kanar, and Ahmed Abdulla. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.06.

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Language educators aim to promote speaking skills because speaking skills are one of the productive skills that make language learners create meaningful conversations and dialogues with the target language. There are different methods and strategies for promoting speaking skills, such as communicative language teaching (CLT) and story-telling strategies. CLT aims to have communication and discussions in the class, and so does the story-telling. The researchers conducted studies on making foreign language learners speak the target language. They concluded that enhancing speaking skills requires

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Tubele, Sarmite. "Personalized Content in the Intervention Process – a Key to the Success in Speech Therapy for Pre-Schoolers." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.66.

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The paper is devoted to reveal the importance and necessity of the personalizd content for a child in the intervention process in speech therapy. Every child is special and unique; his interests and desires are important for speech therapist. Child has to be an active participant in speech therapy sessions. His strengths are the basement for the development. New knowledge for pre-schoolers is formed on the basis of the existing knowledge; it needs to be purposefully developed by teachers and this can be done if a child is engaging in the learning process. The active participation of a child in

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